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.
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”
In the first blogpost, I argued that the system of supporting children and young people with complex needs is broken. It punishes schools whose Headteachers see inclusion as their duty, rewarding those who put up barriers to inclusion. What would a fairer system look like? What incentives would need to exist for balance to beContinue reading “How to fix a broken inclusion system”