Consider these 8 areas as potential priorities for the summer term, which broadly fit into 2 categories: doing the summer term well and preparing to do next year well
All teachers should want to be a SENDCO. Whether for the professional development it brings, for the difference it can make to pupils who otherwise might struggle, or just to step up to a whole-school role, ambitious colleagues should view it as an essential step on their own route to leadership.
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.
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”
In the last blogpost, I mentioned some of the literature that shows fairly definitively that parent/carer involvement is a highly significant factor in children making progress in school. I pointed to some of the research that shows it being particularly true for children with special educational needs and disabilities. What does best practice look likeContinue reading “How to ensure effective parent-school partnership when schools reopen”