Getting the best from your SENCo

A Special Educational Needs Coordinator (SENCo) is a teacher who coordinates the provision for children with special educational needs or disabilities in schools. They are required to have qualified teacher status, and within three years of taking up post, must have completed the Masters level National SENCo Award qualification (for SENCos appointed after 2009).

With 46% of SENCos feeling that their role was understood by senior leaders, how can you get the best out of your SENCo?  

National surveys conducted with headteachers suggest that recruiting a SENCo is far from easy and turnover can be an issue. Results from a recent study carried out by nasen (national association for special educational needs) and Bath Spa University found that, while nearly three quarters surveyed said they enjoyed their role, when asked whether they intended to be in post in five years, 30% said not, with 49% citing workload as the primary reason.

In terms of time allocation, 47% of primary and 36% of secondary SENCos, stated that they had two days or less per week to focus on the role. Overall, 70% of SENCos did not feel they had enough time allocated to the role.

Here are a few tips for heads to attract and retain the best SEND leadership:

1. Ensure the SENCo is on the Leadership Team, playing a strategic role within the school.

2. Make sure SEND leadership is embedded across the school and is seen as a ‘whole school responsibility’ by taking opportunities through staff meetings, teacher days, and staff communications to continually reinforce this message. The SENCo is there to support all staff to be ‘Teachers of SEND’ rather than to do the job for them.

3. Protect the SENCo’s time. A new SENCo will need even more time and will benefit from support from more experienced SENCos within your MAT, cluster, consortium etc. Heads can also request this support via the Specialist Teaching Service.

4. Ensure the SENCo is freed up to play a strategic role and is not spending a disproportionate amount of time on admin tasks, which could be done at a more appropriate level.  Make sure, for example, your SENCo has time to undertake paired observations with yourself or another senior leader, looking specifically at the quality of teaching for SEND learners.

5. Encourage your SENCo to attend the Local Authority’s termly SENCo network meetings, which provide opportunities for professional development and sharing evidence-based good practice. These also provide valuable opportunities for SENCos who are new to the area or new to role, who may feel isolated or are coming across situations that they have not faced before.  For more information, SENCos should email melindatwells@warwickshire.gov.uk

6. Visit the SEND gateway website for essential resources. The DfE has invested heavily in the SEND Gateway and Whole School SEND. SENCos can find essential tools, model policies, training, webinars and research, which will help save valuable time.

7. To be effective, the SENCo and SEND Governor need to understand how SEND is funded, and be a part of the process for planning expenditure of the SEND notional budget, as well as accounting for progress against that budget. WES Governor Services regularly run courses for the SEND Governor and SENCo to attend together where SEND Funding is covered.  Please encourage your SENCo and Governor to attend.

For additional support, Primary SENCos can contact Liz Lee at lizlee@warwickshire.gov.uk and Secondary SENCos can contact Maggie Hawker at maggiehawker@warwickshire.gov.uk