At the start of my career, I primarily worked with autistic children who experienced significant barriers to communication; some being non-verbal, pre-verbal or selective mute. These children often displayed challenging behaviours, many of which communicated different physical, sensory or emotional needs and required significant support to ensure they remained safe and calm. I had the immense privilege of working one-to-one with a particularly wonderful boy and was honoured to be invited into his little world. We learnt, co-regulated and stimmed our way through each day overcoming the challenges of sensory overload and sensory deficits. I worked hard to remove some of the barriers to learning and inclusion that this boy experienced as he navigated a world that was full of curiosities but often an overwhelming place to be. Watching this boy begin to thrive with the right support in place is one of the highlights of my career so far and I feel so lucky to have known and worked with him.
As a neurodivergent educator, I have always felt a drive towards special educational provision but it’s the individual children and stories like this one that solidified this passion for me. Every SENCO I have spoken to can recall a story like mine that drove them to the career path they are in. For some the motivation came from a dissatisfaction with SEND provision from when they were in school, for others it hit closer to home; with relatives or friends with additional needs kick-starting their lifetime of advocacy. We are proud to have many staff members on our SEND team with SENCO experience, who bring their invaluable insights to our service and stories like these that motivate us to continuously centre each child at the heart of the work we do.
The impact of this role is immeasurable and rewarding, but it is not without its challenges. At a time where many Education and Health Care services, nation-wide are feeling overwhelmed, SENCO’s are met with the difficult job of working hard to keep these services meaningfully involved, all while advocating for the needs of the children and families they serve. A crucial part of securing the best possible outcomes for children with additional needs, is a good working partnership between schools and the Local Authority (LA). Having had experienced effective school-LA partnership work, I have seen the significant positive impact this can have on school staff, families and children as they navigate the SEND world equipped with clear guidance, timely communication and well-informed expectations. Bury is working hard to strengthen our partnership with SENCO's and schools to ensure parents/carers feel the impact of this in their child’s life.
The role of the SENCO
A Special Educational Needs Coordinator (SENCO) is a qualified teacher who leads a school's provision for special educational needs (SEN). This role is vital in ensuring that pupil’s with additional needs, such as autism, dyslexia, and ADHD, receive the support they need to thrive both academically and socially. Through collaboration, personalised planning, and ongoing communication they co-ordinate provisions to help each child overcome barriers to learning and socialising. The SENCO collaborates closely with other school staff, parents, and external professionals to develop, implement, and monitor individual support and learning plans for pupils with SEN. These plans are tailored to meet the unique needs of each child, ensuring they have the best possible educational experience.
How Can a SENCO Help My Child?
A SENCO can create a plan that outlines the support, resources, and strategies necessary to assist your child with their special educational needs. This plan is often referred to as a Personal Learning Plan (PLP) or a Pupil Passport, though the terminology may vary.
In primary schools, the SENCO and class teacher both receive each pupil's support plan, ensuring the teacher understands the specific needs and strategies to assist your child. In secondary schools, the SENCO distributes the support plan to a wider group of staff, including the form teacher and subject specialist teachers. This thorough approach guarantees that all activities and lessons are tailored to your child's needs, fostering a consistent and supportive learning environment.
One of the key responsibilities of a SENCO is to foster collaboration and communication between all parties involved in a child's education. This includes regular meetings with parents to discuss progress, challenges, and any adjustments needed to the support plan. The SENCO also liaises with external professionals, such as educational psychologists and speech therapists, to ensure that all aspects of a child's development are addressed.
Requesting Additional Support
If a SENCO determines that a school requires more resources to support a child, they may request a more in-depth assessment of the child's needs. This is known as an Education, Health and Care (EHC) needs plan. The EHC plan is a comprehensive document that outlines the specific educational, health, and social care support required for the child. It is developed in collaboration with parents, the child, the Local Authority and various professionals.
Empowering Parents
As a parent, understanding the role of the SENCO and the support available can empower you to advocate effectively for your child's needs. Regular communication with the SENCO and active participation in the development and review of your child's support plan are essential. By working together, you can ensure that your child receives the tailored support they need to succeed.
