The content discusses various archetypes of Special Educational Needs Coordinators (SENDCOs): The Rescuer, The Administrator, The Friend, The Strategist, The Advocate, and The Pedagogist. Each archetype has its pros and cons, emphasizing that effective SENDCOs may embody elements from multiple roles, highlighting the complexity of their responsibilities and the importance of self-reflection for continual improvement.
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Joyous ownership of our pupils with SEND
The responsibility for students with Special Educational Needs and Disabilities (SEND) lies with everyone in a school. While a culture of joyous ownership is necessary, it can be undermined by unrealistic demands and a focus on accountability rather than support. Positive collaboration, inclusion, and celebrating successes are essential for fostering this ownership.
Schools and families – do we want the same thing for our children with SEND?
Parents and teachers universally seek the best for children, yet dissatisfaction persists in schools, particularly regarding support for students with special educational needs. Surveys indicate rising complaints from parents, revealing divergent priorities between them and school staff. A collaborative approach is essential to ensure children’s diverse needs are met effectively.
School Transition for pupils with SEND – How Parents Can Support
A supportive partnership between home and school is essential for children with SEND, especially during school transitions. Schools face challenges managing transitions due to different settings and exam pressures. Parents can help by asking relevant questions and trusting the transition processes. The guide offers valuable advice and reassurance for navigating these unique challenges.
SEND and the Curriculum and Assessment Review – messages of hope from the interim report
With the release of the Interim Report of the Curriculum and Assessment Review comes the question many teachers, leaders and others will be asking – ‘what does it mean for us and our pupils?’. For those thinking particularly about pupils with SEND, the way forward shows signs of promise, with much work still to do.Continue reading “SEND and the Curriculum and Assessment Review – messages of hope from the interim report”
Implementing Whole-School Approaches to SEND
SENDCOs face increasing demands due to rising numbers of pupils needing support. Successful schools adopt a whole-school approach to SEND, ensuring all staff engage with inclusion. Effective discussions about SEND should occur without the SENDCO’s presence, fostering collaboration and shared ownership. This collective focus and ongoing training are essential for meaningful progress.
SEND provision and parents: Communicating the ‘Why’ that drives our ‘What’
The author reflects on the importance of informing and involving parents regarding SEND provisions in schools, emphasizing the need to communicate the rationale behind teaching practices. By sharing the “why” of educational methods, schools can foster understanding and collaboration with parents, ultimately enhancing support for students with special educational needs.
The regular habits of a strategic SENDCO
SENDCOs face demanding roles filled with daily tasks such as managing pupils, coordinating with staff, and communicating with parents, which can hinder strategic oversight. Successful SENDCOs turn strategic priorities into manageable habits while aligning them with school goals. Realistic planning and support are essential to maintain focus on long-term objectives.
Inclusion in every mainstream setting – 5 ways to make this vision a reality
The article discusses the urgent need for bold reforms in inclusive mainstream education as a solution to the pressures of special school placements. It highlights the importance of developing expertise among all staff, sharing best practices between mainstream and specialist schools, investing appropriately, and utilizing research to inform effective strategies.
SEND: it’s not just good teaching (but it is good teaching)
When you walk into an inclusive classroom, you can often tell straightaway. It’s in the relationships, the communication, the learning environment. But these things (secure relationships, clear communication, etc.) benefit all pupils – so does that mean teaching pupils with SEND is ‘just good teaching’? Let me elaborate on why, for me, the answer is no.
SEND Matters 