Role of the SENCo - SENCology

Gareth D Morewood blogged here for two years, 2008-2010. Gareth's first eBook, The Role of the SENCO: An Insider's Guide, is now available from the Optimus Education shop.

When I think back to the humble beginnings of SENCology, and the uncertainty with which I wrote, I know the journey has been an immensely positive one for me. And reading back over the comments that have been posted, particularly ones about some of our most inclusive days and specific events supporting some of our more vulnerable young people, I think it has been worthwhile for many others as well.

Being a SENCO is about lots of things; but most of all it is about advocating for the vulnerable. Providing a knowledge base from which decisions can be made, plans developed and personalised packages of support established is a skill that the SENCO develops at a rapid pace, but is, in essence, immeasurable and impossible to define.

As SENCOs we personalise everything, from our own practice to the support we provide, including coordinated response to individual need. That is what makes the job exciting and worth getting up for each morning.

As we move into a time of big changes in education, the SENCO role will continue to evolve. A ‘new breed’ of SENCOs are emerging from the National Award; and greater emphasis on headteachers taking a truly inclusive lead will see considerable shifts into new, more sustainable models of support. An exciting time indeed!

While I am sad that my blog has reached a natural end, I am pleased about the development it has offered me in terms of providing reflective opportunities for me to share. Having personally benefited from this process, I will continue to write extensively and promote my truly inclusive ‘SENCology’, beginning with my new eBook, The Role of the SENCO: An Insider's Guide - which contains many of the posts and ideas that emerged on this blog over the past two years.

Gareth D Morewood blogged here for two years, 2008-2010. Gareth's first eBook, The Role of the SENCO: An Insider's Guide, is now available from the Optimus Education shop.

A recent TES article on exclusion focused specifically on students with needs on the autistic spectrum; an area with which I have become particularly familiar through our school’s revolutionary project in supporting students with ASC (autistic spectrum conditions) in a mainstream setting. The Autism Bill aims to tackle the ‘lack of information about children and young people with autism and the failure of councils to take account of their needs in service-planning’.

I have worked hard over the past two years to increase awareness of ASC both within my school and farther afield, but despite taking a resolute and consistent approach there is still a lot of work to be done.

It is hard work including young people on the autistic spectrum in mainstream schools, but it can be done — as long as you are sensitive and aware of the issues. For example, on occasion things can be 'too much' for some students. At Christmas, with pantomines and excitement in abundance, it is better not to try and force students with spectrum needs to ‘fit into the mould’ of the chaotic, feverish end of term. This reminds me of the medical model of disability — you cannot ‘fix’ an autistic student’s perceptions and understanding of things, you can only support them and their peers, train staff and parents/carers, and minimise unnecessary risks and situations. This takes time and energy and, of course, a real passion for inclusion.

The Bill is increasing governmental funding for the Autism Education Trust from £320 000 to £500 000, but simply adding money is not the key — there is a need for constant supervision, training, sensitive educating and a slice of realism, and the requirement for these never ends. I know that including students with autism is hard work — but inclusion in schools can only increase a wider awareness of this issues, thereby reducing the everyday marginalisation of this vulnerable group of young people.

Gareth D Morewood blogged here for two years, 2008-2010. Gareth's first eBook, The Role of the SENCO: An Insider's Guide, is now available from the Optimus Education shop.

The SENCO qualification debate rages on in this article by Lauren Higgs.

The ASCL – Association of School and College Leaders – insists that 'special educational needs provision would not be improved by making SENCOs become teachers.'

And that 'while the majority of schools choose to have a SENCO with qualified teacher status, a significant minority do not and they should not be forced to dismantle a structure which is working well.'

I am not a staunch advocate that SENCOs MUST be teachers; however I do question the research by which the ASCL has reached the conclusion that 'a significant minority' of non-teacher SENCOs would result in the 'dismantling of structures [that] work well'.

There are many SENCOs with QTS who struggle to manage the nature of the job,and many non-QTS SENCOs who are brilliant. I do not personally think that the over-arching view that all SENCOs need QTS is a good one; however it is difficult to look favourably upon the ASCL's argument, particularly when faced with the level-headed response from the DCFS: 'Our new regulations require SENCOs to be qualified teachers so they have the necessary authority to negotiate, with qualified colleagues, differentiated teaching provision geared to individual pupil needs. This is essential to improving outcomes for children who are already at significant disadvantage.'

That does seem sensible to me. I cannot see the DCSF changing this duty, and I do know that some excellent SENCOs will struggle to remain in post by 2011, the deadline for QTS. However, I have yet to be convinced by the ASCL's argument against.