SENCO Week

Organising and chairing multi-agency meetings

scameron — Fri, 04 Jun 2010 16:28:50 +0100

Support for SENCOs
In practice, joint working can be difficult; getting together three or four busy professionals from different agencies can prove a huge task, especially where funding is separate and different agencies have different priorities. These are not reasons to avoid joint working, but they are reasons to make sure that proper arrangements are in place and that everyone involved in a meeting or review comes away feeling that it was worthwhile and that they made a useful contribution.

Multi-agency working with a focus on SEN

scameron — Wed, 26 May 2010 09:42:39 +0100

Support for SENCOs

Reaching SEN parents to raise achievement

scameron — Mon, 10 May 2010 10:59:50 +0100

Support for SENCOs

Building positive parent-school relationships

scameron — Thu, 22 Apr 2010 11:48:24 +0100

Support for SENCOs

Your vital role in partnership working

scameron — Fri, 09 Apr 2010 16:57:19 +0100

Spring is in the air – well, almost! Could it be time to breathe new life into your ‘partnership working’ arrangements and take a fresh look at how you build and sustain positive relationships? This term we will help you to take stock of the systems and processes you have in place for engaging with parents/carers and professionals from various outside agencies.

Taking the lead in professional development to support SEN

scameron — Wed, 17 Mar 2010 10:53:39 +0000

Leading development and supporting colleagues
In this issue we focus on the important part of a SENCO’s role: leading, developing and supporting colleagues in their approaches to pupils with SEN. We have touched on this in previous issues this term as it’s such an integral part of your work, so now we offer a self-evaluation tool for you to use in considering your effectiveness.

Getting coordinated – planning and communication

scameron — Tue, 09 Mar 2010 09:42:03 +0000

Coordinating provision
The days are getting longer and spring is almost sprung, so that means that we are nearly two-thirds of the way through the school year. Time to start thinking about arrangements for the next academic year, and the approaches and interventions you will put in place to meet the needs of pupils with SEN and/or disabilities. This week, we provide some pointers on coordinating provision.

Using evidence about learning, teaching and assessment to inform SEN practice

scameron — Fri, 12 Feb 2010 11:09:18 +0000

Support for SENCOs
The national training for new SENCOs will be looking at how to:

Identifying barriers to learning and their implications for inclusive teaching

scameron — Fri, 29 Jan 2010 17:02:35 +0000

The national SENCO training addresses the need for knowing about high incidence SEN and disabilities and how they can affect pupils’ participation and learning. In this issue, we suggest ways of improving your own knowledge, but just as important, how to share that knowledge and understanding with colleagues.

Support for SENCOs

As SENCO, you need to know and understand:

Statutory and regulatory frameworks – what every SENCO needs to know

scameron — Thu, 14 Jan 2010 11:49:47 +0000

We set out in the last issue the core aims of the new SENCO training and our intention to help you keep up to date with your own professional standards if you are not part of this programme. In this issue, we look at the SENCO’s responsibility to have an overview and understanding of statutory and regulatory frameworks. With this knowledge, you will be well placed to advise senior colleagues and governors, and fulfill a strategic role in school.

National training for new SENCOs: what will it cover?

scameron — Tue, 05 Jan 2010 12:13:06 +0000

Happy New Year to you!

Any New Year resolutions? Apart from the less eating/drinking-and-more-exercise type of intentions, you may be thinking of some professional goals this term. The roll-out of national training for new SENCOs began last September, with some providers just getting going this month, so we thought it might be timely to put you in the picture about what the training will cover. Over the coming term, we will help you to audit and update your own professional standards, whether you’ve been a SENCO for two years or 22 years.

End of term review and reflection

scameron — Tue, 15 Dec 2009 10:02:58 +0000

You’re probably well into the ‘Christmas experience’ now with nativity plays, parties, visits from Santa, carol concerts and discos being dominant features of the last two weeks of term. In some schools, this time of year is more hectic than normal but sometimes, there are opportunities to steal away from the various festive activities and take time to reflect on the autumn term and prepare for the spring.

Technology and SEN

scameron — Tue, 08 Dec 2009 10:46:41 +0000

There is an ever-expanding range of technology to support children with SEN and disability. It can facilitate inclusion, improve access to the curriculum, enable pupils to work independently and of course, is often very motivating. Yet SENCOs and teachers in many schools (especially mainstream) have still to discover the potential of up-to-date hardware and software for pupils with SEN. This issue we encourage you to spend some time in finding out what technology can offer.

Managing behaviour as a SENCO

scameron — Fri, 27 Nov 2009 09:35:15 +0000

Support for SENCOs

Including pupils in Christmas performances

scameron — Mon, 02 Nov 2009 09:47:35 +0000

Many teachers will be thinking about Christmas celebrations now and planning end of term performances. This issue, we make a plea for all children to be included – especially those with special educational needs and disabilities – with some ideas on how this can be achieved.

Study skills for SEN

scameron — Mon, 26 Oct 2009 16:16:27 +0000

The term ‘study skills’ means lots of different things these days and encompasses everything from revision techniques to thinking skills.

Support for SENCOs

Reading across the curriculum

scameron — Mon, 19 Oct 2009 10:08:35 +0100

Reading is such an important skill. Being able to read impacts on learning and achievement in every area of the curriculum and children who struggle will encounter barriers to learning throughout each day in school. Weak reading skills also prevent pupils from reading for pleasure and enjoying the whole wonderful world of fiction, not to mention reducing their ability to cope and be independent in the real world.

Developing speaking skills and language development

scameron — Mon, 12 Oct 2009 09:43:48 +0100

Support for SENCOs

Developing attention skills and memory

scameron — Tue, 06 Oct 2009 16:18:21 +0100

Getting children to sit still and pay attention is an important component of establishing an effective learning environment, but for children with SEN, this can be a particular issue.

Support for SENCOs

Differentiation: output (3)

scameron — Mon, 28 Sep 2009 10:58:11 +0100

This is more than a teacher setting an ‘open ended’ task and waiting to see what each learner produces; it involves careful planning of objectives, consideration of learning styles and providing opportunities for pupils to respond to tasks in a variety of ways.

Differentiation: support (2)

scameron — Mon, 21 Sep 2009 11:51:01 +0100

In part 2 of our mini-series on differentiation we’re looking this week at different types of support. Often, this is interpreted as ‘teaching assistant support’ – an extra adult in the classroom to provide additional help and encouragement to pupils who need it; but in fact, support can take a variety of different forms.

Differentiation: input (1)

scameron — Mon, 14 Sep 2009 10:48:09 +0100

We’re starting a three-part mini-series on differentiation this week. Helping colleagues to match pupils with appropriate tasks, resources and support is a big part of the SENCO role and influential in developing effective whole-school approaches to meeting special educational needs. If you can crack this, you’re well on the way to minimising the barriers to pupils’ learning and achievement, and will certainly make your own job much easier.

Whole school approaches to SEN and inclusion

scameron — Mon, 07 Sep 2009 12:54:19 +0100

Inclusive approaches are the bedrock of good provision for pupils with special educational needs. No matter how well planned and effective your intervention programmes might be, everyday classroom teaching plays a hugely important part in a child’s learning experience and must be of the highest quality if those with SEN are to make progress.

This term, we will be looking at how you as SENCO can support colleagues in developing strategies which enable all pupils to ‘achieve and enjoy’ in mainstream classrooms.

Tips for SENCOs: finishing the school year

scameron — Wed, 15 Jul 2009 10:39:43 +0100

The end of term is in sight and you are looking forward to a well earned rest, possibly with some sun and sangria, or the equivalent. But ‘leaving things tidy’ in school will be worth a bit of extra time and effort if it means you can begin your holiday with a clear conscience and a feeling that everything is in place for September.

Support for SENCOs

SEN provision maps + Helpsheet 23

scameron — Mon, 06 Jul 2009 14:51:38 +0100

Many SENCOs are now very familiar with the use of provision maps for listing interventions and detailing the ‘who, where and exactly what’. To a large extent these have replaced individual education plans (IEPs) and have resulted in a welcome reduction of paperwork. This issue we provide some timely reminders of what to consider when drawing up your provision maps for next term.

Updating SEN policies - young carers

scameron — Wed, 01 Jul 2009 12:52:07 +0100

Support for SENCOs
There is a statutory requirement for schools to have policy statements or documents covering a number of areas; those most relevant to SENCOs and INCOs are:

Links between SEN and gifted & talented: part 2

scameron — Mon, 22 Jun 2009 10:45:46 +0100

Last SENCO Week we looked at the issues surrounding pupils with DME (dual or multiple exceptionality) – those with high ability in one, or some, specific areas but also experiencing difficulty in some aspect of education. This week we consider some strategies for support and how to help pupils fulfill their potential.

Links between SEN and gifted & talented: part 1

scameron — Tue, 16 Jun 2009 09:55:58 +0100

Lots of SENCOs find themselves in the role of G&T coordinator as well as having responsibility for pupils with SEN. In fact, some schools include their G&T youngsters in the SEN or AEN (additional educational needs) category. They are recognised as having specific learning needs and as such, deserve an equal amount of attention. Even if you are not the G&T coordinator, you may well be involved with individuals who are ‘twice exceptional’ - they are very able in one area, but have difficulties in another.

SEN assemblies and circle time + Helpsheet 22

scameron — Tue, 09 Jun 2009 09:31:47 +0100

Support for SENCOs

There is a vast array of assembly ideas –some of the best can be found in Gerald Haigh’s Primary E-Assemblies, but as we mentioned last week, assembly time can also present the perfect opportunity for you as SENCO to get over some important messages to pupils. These might include:

Low incidence special educational needs

scameron — Fri, 29 May 2009 14:10:32 +0100

The majority of low incidence children will attend special schools where their needs can be met by specialist staff and resources. Increasingly, however, many of these pupils are included in mainstream schools, sometimes on a part-time basis, and SENCOs are tasked with ensuring that staff understand and cater for their learning needs.

Review meetings with SEN students

scameron — Mon, 18 May 2009 10:55:13 +0100

Support for SENCOs

Study skills and revision: advice for SEN + Helpsheet 21

scameron — Mon, 11 May 2009 17:27:24 +0100

The exam season is upon us, and you may well be considering revision support for groups of SEN pupils. However, a more effective approach is to teach them explicitly how to learn and remember what is covered in lessons on an all year round basis.

Download Helpsheet 21 for help with this.

Support for SENCOS

Providing reading and literacy support to older children

scameron — Mon, 27 Apr 2009 14:20:43 +0100

One of the main roles of the SENCO is designing and implementing support for pupils who have weak literacy skills. Reading, in particular, is such an important part of learning and achieving that struggling in this area often means struggling in all areas of the curriculum; this can lead to low self-esteem and sometimes adverse behaviour, so literacy support is always a priority. This week we consider strategies for older pupils.

SENCOs providing CPD for colleagues: auditing priorities + Helpsheet 20

scameron — Mon, 20 Apr 2009 09:50:47 +0100

Over the next few weeks we will be providing some specific ideas for supporting pupils in reading, handwriting and study skills development, but first suggest that you survey colleagues to find out what their priorities are for CPD in terms of SEN and inclusion.

Supporting slow learners

scameron — Mon, 30 Mar 2009 11:17:24 +0100

Support for SENCOs
There are significant numbers of children in mainstream schools who have difficulties with all sorts of learning. Sometimes referred to as having ‘general’ or ‘global’ learning difficulties, these pupils may also be categorised as having moderate learning difficulties (MLD). They have much greater difficulty than their peers in acquiring basic skills and understanding new concepts and their attainments will be significantly below the expected levels in most subjects, despite having been given appropriate support.

Supporting children with dyscalculia

scameron — Mon, 23 Mar 2009 10:38:28 +0000

Most people these days have heard of dyslexia, but what about dyscalculia? In layman’s terms, this can be described as a condition like dyslexia, but involving difficulties with numbers instead of letters. Much less is known about dyscalculia than is now known about dyslexia but it’s important for SENCOs to understand the implications and to be able to advise colleagues about how to support pupils who experience problems associated with numbers. This week we highlight the main issues and provide details of where to go for further information.

Supporting pupils with asthma and other medical conditions

scameron — Mon, 16 Mar 2009 13:04:02 +0000

We shall soon be into the hayfever season, when many children suffer from respiratory problems, and those with asthma can find their discomfort increased. Many of us can sympathise with children and young people who suffer with a range of debilitating physical conditions, not only during the spring and summer months but all year round. This e-bulletin we consider how you as a SENCo can implement good policy and practice in school which supports these pupils and minimises the negative effects on their learning and achievement.

Support for SENCos

Supporting looked-after children

scameron — Mon, 02 Mar 2009 14:35:01 +0000

With the introduction of the Children and Young Person’s Act in November 2008, all schools are legally required to have a designated teacher for looked-after pupils and, as a SENCO, you probably also have responsibility for these vulnerable children. This issue, we provide an overview of your responsibilities in this respect.

Helping pupils who struggle with spelling + Helpsheet 19

scameron — Mon, 02 Mar 2009 11:30:45 +0000

Pupils who have weak literacy skills invariably have difficulty with spelling, and this will often have a negative impact on their willingness and ability to communicate in writing. Structured phonics programmes, now widely adopted by schools and promoted by the DCSF and the recent Rose Review, have been beneficial to many children, but there will be a significant number of pupils who, for a variety of reasons, continue to struggle.

Here we look at some of the approaches to helping them.

School transfer and transition for children with SEN

scameron — Mon, 23 Feb 2009 12:57:47 +0000

Support for SENCOs

Speech and communication difficulties: part 2 + Helpsheet 18

scameron — Mon, 16 Feb 2009 10:42:02 +0000

The needs of pupils with SLCN are often widespread and can include any or all of the following areas.

Speech and communication difficulties

scameron — Fri, 06 Feb 2009 12:04:46 +0000

There are many ways to describe children's speech, language and communication needs, but the most important point to remember is that every child is an individual. Their needs depend on a whole range of factors, including:

Engaging with parents of children with SEN

scameron — Tue, 03 Feb 2009 12:24:00 +0000

The commitment to giving parents more say about provision for their children was reflected in the Children’s Plan published in December 2007, which promised to introduce measures such as :

Effective peer support

scameron — Mon, 26 Jan 2009 13:24:17 +0000

It could be argued that every pupil would benefit from having a mentor, and it is certainly a DCSF aim to make this a reality in the future. But for now, you may be concerned with particular individuals or groups of learners who need ‘something extra’ and may respond well to the approaches listed below:

Teaching tips for helping those with BESD + Helpsheet 17

scameron — Mon, 19 Jan 2009 10:54:01 +0000

Managing behaviour is one of the most important aspects of any teacher’s role (many would say THE most important); until the behaviour of pupils is conducive to learning, all efforts at teaching may be in vain. As mentioned last week, it’s important that all staff feel confident in using a range of techniques in the classroom to nurture positive behaviour and discourage negative action (or inaction!). Consistency is vital; pupils need to know that rules apply throughout the school.

A new start for those with BESD

scameron — Mon, 12 Jan 2009 09:29:02 +0000

The BESD (behavioural, emotional and social development) category as described by the CoP includes children and young people ‘who demonstrate features of emotional and behavioural difficulties, who are withdrawn and isolated, disruptive and disturbing, hyperactive and lack concentration; those with immature social skills; and those presenting challenging behaviours arising from other complex needs.’

SENCOs working within the law

scameron — Mon, 15 Dec 2008 10:09:20 +0000

A teacher’s legal duties used to be summarised as being ‘in loco parentis’ – literally acting as a responsible parent. Nowadays, however, it’s slightly more complicated. With more legislation in place to ensure equal rights and to protect vulnerable children, you need to be aware of the law and understand where conflict can arise.

The key laws dealing with special educational needs and disability are the 1996 Education Act and the 2001 SEN and Disability Act (SENDA). Areas with legal implications particularly relevant to SENCOs include:

Linking special and mainstream schools

scameron — Mon, 08 Dec 2008 09:41:20 +0000

As teachers, we are learning all the time. In my work with trainee teachers, I’m always reassuring them that they are ‘a work in progress’ and shouldn’t expect to know everything by the end of the course. In fact, even colleagues with 20 years’ experience have to be prepared to ‘continue their professional development’. In many respects this is what makes teaching such an interesting and rewarding job. One of the best ways of doing this is to learn from each other.

Using volunteer helpers to support developing readers

scameron — Mon, 01 Dec 2008 10:09:49 +0000

We all know how children enjoy a bit of individual attention. Those with special educational needs can be particularly responsive to one-to-one sessions, especially when the personal dynamics are right and a supportive relationship is created. But where is the time in a busy school day with teachers and TAs so incredibly busy? Reading Buddies are visiting members of the community who can help children get more out of their school day, and strengthen ties between the school and the outside world – with unexpected results.

Supporting pupils with dyspraxia + Help Sheet 16

scameron — Mon, 24 Nov 2008 11:25:02 +0000

Dyspraxia, sometimes known as Developmental Coordination Difficulties (DCD) is now much more widely recognised, and there is a greater awareness of its impact on pupils’ achievements in school. Approximately one in 20 children have this condition, with boys affected four times more frequently than girls. Many children with generalised learning difficulties, dyslexia and ADHD also have coordination difficulties, which makes a significant impact on achievements in school, confidence and self-esteem.