What to do about data

In various schools and for various SENDCOs, there is too much or too little data, data that’s not well-shared or data that requires a degree to interpret. What follows hopes to guide you to know what you might look out for in terms of your context, your attendance, your behaviour/exclusions and your academic outcomes. NothingContinue reading “What to do about data”

New to the SENDCO role? Find 10 hours to do these 10 things before you break up for the summer

Look at your current SEND register (1 hour) Work out who you need to make a particular effort to get to know once you’re in the role. Make a list of these students and make them your priority for seeing in class and reading up on from September. 2. Make a realistic reading list andContinue reading “New to the SENDCO role? Find 10 hours to do these 10 things before you break up for the summer”

How to fix a broken inclusion system

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”