I spent the afternoon delivering a session on the 21st Century SENCo to colleagues in my Local Authority undertaking the SENCo Certificate course. Our LA has run this course for the past few years, and with the advent of a mandatory qualification I am sure other LAs are considering developing training that supports the new qualification (if they don’t offer something already).

There is a mixture of primary and secondary colleagues, all of whom are SENCo’s. Around 15 or so sat in a horseshoe of tables. I had delivered a session on this course once before, in April this year, and had far too much material for the afternoon session. This time I was more specific; I had sent an article I had written to them two weeks prior to the session and trimmed down some of my material.

I think it went well, but you can never really tell. Especially when trying to decipher the mixture of expressions; nods and looks of disbelief!

It is always an interesting session; I am introduced as ‘controversial’! Suppose I should be flattered really? (I have always fancied portraying myself as the ‘maverick’…) I think I’m introduced as controversial based upon my stance on inclusion and the wholehearted manner in which I undertake the SENCo role. It isn’t everyone’s way of doing it, but – in keeping with teachingexpertise’s month of positivity – I am always passionate and enthusiastic about my job.

I imagine that I exhaust the participants when I deliver training or sessions on courses like this, but in order to develop your own vision and ethos with regard to SEN provision you need to challenge your thinking. I set out my vision and mantra, which include individuality, bespoke support, personalisation of learning and participation, inclusion for all (more detailed views in my previous post).

As usual the handout I provided was well received: loads of web-links, information and my contact details. Being a new SENCo is about building up information, skills and resources to help you in your job. Links with colleagues are important too. I get the feeling I’ll be e-mailing a fair bit of stuff out over the next few weeks, but it’s great to spread the word and share the enthusiasm.

I loved it, and will look forward to doing it again when the course runs next year. How often do we get to share our passions?

I spend a lot of time explaining to parents and carers that the support of a teaching assistant is only a small part of the provision for their child. However, today I was reminded of the crucial importance of selecting the right support staff.

Support staff are the lifeblood of any faculty or department – providing daily assistance and support for students, delivering programs of intervention, assisting with personal care and therapy programmes and generally providing vulnerable students with a ‘critical friend’.

I have done a lot of interviewing as part of my governor role this year – for head of maths, head of PE, second of science and numerous other jobs. I have no doubt that a thorough selection process results in the best choice for the school and the candidates – some of whom are great with the kids but not so good at interviews, and others who shine during the interviews but are not so good with the kids.

I ensure all potential staff – and that includes teaching assistants – are seen working with a small group of students, undertake a written task, have a tour with ‘listening students’ (the students always love this – showing candidates round and asking key questions – surreptitiously!) and then the formal interviews.

As part of the interview process I always get the headteacher to introduce the school – it is very important for candidates to see that inclusion and SEN are a whole school priority. I also get an LA official to complete the interview panel.

We must not demean the support role in terms of selection process. All members of staff at a school need to be valued – from day one.

Good members of staff ensure quality provision, and it’s even better if you can get a balanced mix of young staff looking for experience and longer serving staff, all of whom are truly committed to the ideals of inclusive education.

Why do I keep doing extra things, I ask myself. Because I know that to be really good at what I do, I must also know about surrounding issues and familiarise myself with the most up-to-date elements of the job and provision, both locally and nationally.

After a TIPD (Teachers International Professional Development) trip to Holland two years ago I have recently been receiving e-mails from a contact in a school over there.

In Holland the right to an inclusive education becomes law in 2010 – parents/carers can choose to send their children with SEN to local schools. They have so much work to do.

I have been advising a lady on her planning and development – she is keen to follow a similar model of support to ours. However, starting from scratch is a tough call.

My last message, sent early this morning, reinforces the ideas that whatever she does practically, to really include young people she needs to change attitudes and ideals.

According to the Alliance for Inclusive Education, inclusive education is based on nine principles:

• A person's worth is independent of their abilities or achievements
• Every human being is able to feel and think
• Every human being has a right to communicate and be heard
• All human beings need each other
• Real education can only happen in the context of real relationships
• All people need support and friendship from people of their own age
• Progress for all learners is achieved by building on things people can do rather than what they can't
• Diversity brings strength to all living systems
• Collaboration is more important than competition

Inclusive education aims to equip all people with the skills needed to build inclusive communities; it is so much more than merely educating young people in a different setting. I have really worked hard in helping my Dutch colleague, and she is genuinely interested and trying to change attitudes and shift ideals. It will be interesting in hearing from her the developments towards inclusive education in Holland.

We can all learn from each other. A learning network isn’t restricted merely to our school, our Local Authority or even the UK. We can learn from other countries and communities abroad.

Back to me not being able to say no, I just remembered that I’ve agreed to work with the Ethnic Diversity Service on establishing links with Pakistan! Cricket is big there, maybe I can get a game in should I visit!