SENDCo Workshop Overview
The role of the Special Educational Needs and Disabilities Coordinator (SENDCo) is complex and multifaceted. While highly rewarding, it is often overwhelming and challenging to manage effectively. The new statutory NPQ SENDCo training and the SEND Code of Practice (2015) both emphasise strategic leadership, teaching and learning, driving cultural change, and robust quality assurance.
Being a SENDCo is a demanding role that requires a big heart, oodles of drive, and a passion for providing support.
Nigel Pugh, SEN Magazine
Recent surveys highlight common challenges: insufficient protected time, lack of support and funding, and feelings of isolation, all contributing to high levels of burnout and turnover. Many SENDCos feel bogged down in administrative tasks and crisis management, preventing them from focusing on purposeful strategic plans.
This course is for experienced SENDCos seeking to align themselves more closely with the vision of a strategic leader in their setting. It focuses on key challenges frequently reported by SENDCos: quality assurance (including APDR cycles), improving SEND student outcomes through high-quality teaching and positive behaviour management, managing time more effectively, and making time demands visible to school leaders.
Rather than covering the entire scope of the SENDCo’s responsibilities, this course delves deeply into recurring issues. Each session provides an overview of specific challenges with recommended solution frameworks. Participants will engage in small group discussions and feedback sessions to foster collaboration and share experiences. The day concludes with an extended Q&A, allowing attendees to address specific issues relevant to their own settings and leave with clear priorities and a strategic plan to improve SEND outcomes and reduce firefighting.
SENDCo Workshop outline
Session 1: Identifying Your Key Barriers to Strategic Leadership
- Distributed Leadership: Whole-school shared responsibility for SEND
- Challenging Behaviour, Meltdowns & Emotionally Based School Avoidance (EBSA)
- The Referral Process: Assessment & identification, the SEND Register, and School Support
- Whole-School CPD: Raising teacher confidence and the quality of teaching and learning to improve academic outcomes for pupils with SEND or possible SEND
- Making the Case for Protected SENDCo Time: Strategies for advocating with SLT and governors
Session 2: Quality Assurance – Ensuring Effective SEND Provision & Use of Resources
- Utilising the Full Range of Data Sources: Academic, pastoral, and attendance data
- APDR: The Assess-Plan-Do-Review Cycle (with reference to EEF guidance)
- Whole-School SEND Reviews: Approaches and frameworks
- Stakeholder Voice: Gathering and using feedback from parents, pupils, staff, and external agencies
- Evidencing Impact: How to demonstrate improvements for Ofsted, governors, and MATs
Session 3: Your Personal Strategic Development Plan
- Time Management Approaches: Tools and strategies for SENDCos
- SENDCo Wellbeing: Managing workload, accessing support networks (e.g., nasen, Whole School SEND), and maintaining resilience
- Describing Your Strategic Vision: Articulating your aims for SEND in your setting
- Synthesising Key Action Points: Creating short-, medium-, and long-term plans using a strategic SEND action planning template
- Next Steps: Setting priorities and identifying support/resources needed
SENCo Workshop Presenter
Amanda Ross-Scott has over 20 years’ experience as Head of Learning Support in Independent schools. She is now a SEND Consultant working with parents and schools to support students with neurodiversity. In addition she works with young people and adults with ADHD, Autism, Dyslexia, and as an Executive Function Coach.
How to Book
Cost: