Support for SENDCOs: FAQ's

SENDCOs (Special Educational Needs and Disabilities Coordinators) are the teachers working to coordinate the provision for learners with disabilities or special educational needs (SEND) in schools. While working in collaboration with other members of the senior leadership team and the headteacher, SENDCOs will use their leadership skills to support other teachers and manage provision for children with SEND in their setting.

FAQs

How do I complete a review?

Annual review timeline: Download (150KB - PDF)

Review, PCP guidance 2024: Download (315KB - PDF)

How do I capture learner voice?

As part of the Education Health and Care Plan Needs assessment or Annual Review on The Doncaster EHC hub there are sections to complete to reflect learner voice. The following resources can be used to support with this. See also Training and Resources for training.

Learner Voice Quick Guide FINAL-1: Download (136KB - PDF)

Gathering pupil voice- Ideal self (002): Download (510KB - DOCX)

How do I capture parental voice?

➢ It is importance of to develop positive, reciprocal and respective working relationships where all parents and carers are welcome, listened to and equally valued.
➢ There should be strong channels of communication with families and records should be kept of what is discussed and decided.
➢ Parents and carers should be respected and listened to.
➢ Their unique perspectives on their children and young people's strengths and needs should be valued.
➢ Families should be actively involved in decision making about their child or young person
➢ Families should be involved in setting and reviewing targets for their child or young person.
➢Termly meetings should be held with families for learners on the SEND register

Family story document: Download (484KB - DOCX)

How do I ensure reasonable adjustments are in place?

See Whole Setting Approach to Special Educational Needs and Disabilities page for information on reasonable adjustments.

How do I support staff to ensure that differentiation and adaptive teaching are used effectively?

The quick guides and High Quality Teaching Checklist on Graduated Approach: Universal Level can support with this.

What do I do to support a child who has experienced trauma?

See Training and Resources: Removing Social, Emotional and Mental Health barriers and Support Service: Virtual School for resources and information on trauma.

How do I ensure I can get the correct funding to support a learner?

See Funding and Needs Descriptors

How do I ensure an inclusive ethos permeates my school?

The following resources may support with this:
The Inclusive Classroom: A new approach to differentiation Paperback by Daniel Sobel and Sarah Alston
Working collaboratively with colleagues in your school