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 ensure teachers are delivering effective inclusive High Quality teaching?

The following resources can support with this:
Adaptive Teaching and Differentiation Quick Guides
Ordinarily Available Provision Guidance
Reasonable Adjustments Checklist
High Quality Teaching Checklist
Model Provision and Strategies

How do I ensure reasonable adjustments are in place?

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

How do I support staff to identify needs effectively?

See Identifying Need section which provides information to support the unpicking process.
Information on the four broad areas of need can be found within the following section: Identifying Need - What are the four broad areas of need?

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