Try out your answers to some of these with your line manager or a supportive colleague, so you can be as prepared as possible for the OFSTED call.
As a SENDCO, you need to know what is going on in class. You need to make sure students are receiving quality-first teaching. You need to be able to diagnose where this isn’t happening so you can support teachers to develop their practice. You also need to do this without creating a culture of fear.Continue reading “Seeing without observing: how to be a visible SENDCO without adding to school scrutiny”
Rather than try to master everything in the first month, this list gives 10 ideas for things to try and tick off by September 30th. Each should be manageable alongside teaching and other responsibilities; it should be broad enough to cover many elements of the role, without expecting you to master everything in just over 4 weeks.
A few tips follow on how teachers might support students with SEND through their whole-class teaching, while it is through a screen. SENDCOs may want to share some of these strategies in their communication with all teachers or adapt them for individual children. Although these tips are aimed to support the most learners possible, SENDCOsContinue reading “Supporting the needs of learners with SEND through remote teaching”
Schools to close again. Lots to put in place for Headteachers, whose roles I don’t envy. But what about the SENDCO? Follow these steps, to ensure children and families can be well-supported during school closure: Be aware of the needs of your teams, and of yourself. If you have Teaching Assistants who are clinically extremelyContinue reading “The lockdown SENDCO – how to support children and families during another school closure”
It’s a strange time of year. Too late to set an initiative up for the academic year; too early to write something off until next academic year. Here’s 7 things to be considering as you embark on the Spring term as a SENDCO. Recall your successes Think back to the Autumn term and all thatContinue reading “The Spring term SENDCO”
What attributes do you need to be a great SENDCO? Though I have often failed in my attempts at greatness, my experience working with 19 SENDCOs across 10 schools has helped me to recognise some of the aspects that get you closer to greatness. Here’s my top 10 of what I think makes a greatContinue reading “What makes a great SENDCO”
Why have performance management? With social distancing, the TA role is tougher than ever. Why focus on performance management when the role is so pressured already? Is performance management important for TAs when good performance doesn’t ordinarily get financial reward? I argue here why, though it is not one of the explicit recommendations from theContinue reading “Performance management and the Teaching Assistant role”
I put this Tweet out in early October: This tweet seemed to be received with empathy – 1500 Retweets, 4,000 likes. The Tweet was seen 350,000 times. Of comments shared in response to the Tweet (follow the link here if you should wish to), I saw these 10 things in the responses: It’s a disgrace.Continue reading “Autism Spectrum Disservice – the wait to be assessed and the way forward for schools”
“Where a pupil is receiving SEN support, schools should talk to parents regularly to set clear outcomes and review progress towards them, discuss the activities and support that will help achieve them, and identify the responsibilities of the parent, the pupil and the school. Schools should meet parents at least three times each year.” SENContinue reading “Practical ways to meet parents/carers 3 times per year”