I'm a SENCo....AMA

[SurvivingSenco]

With the news and social media being full of SEND news, I thought it might be insightful to do one of these.

Thanks for this. I might have a lot of questions 😅

Do you enjoy it?

What made you want to move into this specialism?

Do you find anything about your job frustrating?

What was your career trajectory? How do you find the workload?

Our senco has suggested I go via nhs right to choose for an assessment. I think it’s adhd but the senco said ‘there could be other traits’. I should have asked her at the time - but could she be referring to autism? I am autistic so appreciate it’s likely but to me my DC is adhd through and through.

Any tips for how to find a right to choose provider greatly appreciated. I am in Cornwall.

Do you think that in schools help is given more to the kids who disrupt learning environments vs those who need it but may be quiet/ masking?

I love it, it's the most demanding role I've had in a school but it's also the best

The love of working directly with parents and children, the desire to make an impact beyond grades

A lot. All of it stems back to red tape and how the system is currently working

A number of head of department jobs, none of which felt like I was having the impact I really desired. At an interview once I was told I came across as a jack of all trades, master of none. This infuriated me as I really felt one of my best skills was relational work with children. This motivated me to reflect on my values and then get as much experience as I could to make steps towards a senco role.

I’ve found that dc’s (autism - very bright, masks) school are quite accommodating/supportive of his autism but that nobody in the SEND team seems interested in his academic achievements past he’s doing ok and at parents evening most subject teachers are busy telling me about how he manages in class so the only person who seems concerned about for example why he got 65% in a test this time but 88% last year is me.

Is that the norm would you say? And other than being “that parent” and paying for a
tutor do you have any other advice? Thanks!

What do you think about the proposed changes to the EHCP system?

No questions but I’m SENCO at a SEMH school and also love it x

If you had a year 3 child that refused to engage in school work on and off (since year 2) and hid under tables and shouted when upset what would you be doing in terms of strategies: referrals? Seeing teacher later today!

I have a year 6 child with ASD and ADHD who is on a support plan. The support plan is largely ignored by the TAs who think his reasonable adjustments aren’t necessary and make a fuss about them saying they don’t see what he has some of them. How do you deal with staff who have this attitude to children with additional needs?

Why don't teachers understand SEN and why don't they understand ND? Why don't they understand all the different symptoms that can present in kids? Why don't they understand about anxiety in kids and how it's a symptom of ND and how much this makes kids struggle through their school day? This is my hugest barrier at my DC's secondary school. Both my DC are ND with SEN but their teachers literally do not get it. They don't even begin to understand their challenges in school. Why is this, do you think? And is it common amongst secondary school teachers?
My DC are both quiet, obedient, perfectly behaved whilst at school (not af home!), never cause any disruption or fuss in classes, do everything humanly possible never to bring attention to themselves at school, yet they are both struggling through the school day like crazy. Their level of overwhelm at school is off the scale. So they retreat into their shells and go quiet in lessons. I've explained this over and over again to teachers but their stock answer is "They seem fine". Well they 'seem fine' because they're not being disruptive. But they're anxious all day long at school and are both really struggling. Class teachers keep telling me they 'seem fine' though. And then still keep moaning at them both for 'not engaging more' in lessons despite me explaining to them why they find this difficult. Why is this? Why don't trained secondary school teachers understand the different ways in which ND presents?
Our SENCo totally understands and tells me it is challenging for her to try to get teachers to understand!!!

Yes, it could be. Most assessors will advice if they feel it's worth requesting an assessment for ASD if the initial one is ADHD. It wouldn't harm asking for the senco to email you with what she's observed so you can use it as a discussion point in the assessment.

What do you think has caused the huge rise in Sen diagnosed? I think if the curriculum was more reasonable/realistic for all kids then we’d see fewer kids needing additional support. So if we had more play based learning, more outdoor time, less stress about learning fronted adverbials etc then more kids would be coping fine as that’s the development stage they’re at, interested to know what you think.

@Yope as a secondary teacher I’ll try answer some of that. We do tons of training on ND and have a fairly good understanding but it presents in so so many different ways we have to get to know the students to be able to tell things like this
I’ll often say for example you’re very quiet - here’s the ways you can draw my attention, get in touch with me etc if you’re finding it hard but they have to then try use these strategies. Before diagnosis this ‘quiet behaving’ would describe 95% of my students. I can see the surface but not inside. the more I get to know students the more I understand them. Unfortunately barriers to this is time (as ever!). In an hours lesson with thirty kids…
I’m lucky as in my core subject I see kids more often too - if you only have them an hour a week or fortnight for say RS or DT is must be so difficult.

right those are the explanations! I’m not trying to make excuses as I think we do ND send pretty well but it’s challenging

what we’ve found useful is student passports where kids sit with a trusted adult eg pastoral team or form tutor in designated time. They explore their particular presentations, anxieties and preferences as well as personal things like hobbies likes etc to try shortcut a little of the info needed to build relationships. Those passports are written up and attached to their register profile. Kids with send are flagged so we know to read it usually before we start teaching them in September. They get updated Annually or more by request.
it doesn’t mean every lesson is changed for them because again, 30, but it does really help us be more individual with them even if it’s checking in, offering support etc

appreciate it sounds like you’ve had a tricky time but that’s my school experience. We also have tutor systems where the tutor follows through the whole school which I think works really well

Do you feel that the current system let's down both those children with SEND and those without? I sometimes feel that those without almost get forgotten about as there is neither the time nor the resources to help them. It seems an impossible task for teachers.

Also, do you feel that the proposed training is the right approach to supporting teachers to meet need? Or, are there other ways you feel that budget could be spent in order to help?

I think it's natural that the "squeaky wheel gets the oil" in most life situations. I aim to be strategic though, I know whose needs display as disruptive and those whose needs display as quiet and I aim to pre-empt and allocate resources accordingly

I'm just about to start work but I'll reply to this one before I do.
I'd be wanting to understand why there is engagement issues, is it self esteem, cognitive ability, subject specific, environment specific? Are there similar issues with completing work at home?
I would see the behaviours as communication of these needs not being met, hiding can be a flight or fight response, the same as screaming. Where is this coming from and why? What is progress like in subject areas? What are peer interactions like?

If there's no clear answers to the above, potentially exploring EP support might be helpful with the school.

How do you find balancing the limitations from your LA, the expectations of your slt, the expectations of the parent and the needs of the child. Are they ever all in sync?

I'm in Wales, son diagnosed with ASD but doesnt have an IDP (EHCP) only a one page profile in year 7. Should he have one and what goes on it? He's managing ok i think, except for the bullying because he's different.

Do you think HLP should be regarded as a form of SEN?