Gaining a Primary SENCO post

[Spain1986]

I am currently working towards my NASENCO course as I don’t have it yet. I have been invited to three SENCO interviews and I have failed all of them. I feel that I will never secure a SENCO post now. It is already difficult for me to get interviews as I have never been a SENCO and I don’t have the award yet. How should i answer the questions at these interviews? Should I just speak as a SENCO to be in how I will lead and manage the role? As I think I sound too much as a SEND teacher at the interviews when I talk about what I have done in my class and year group around SEND. Should I just speak as a SENCO in role and discuss interventions for all year groups? I could really do with the advice here as I am struggling and feel completely useless right now. Thanks in advance for the advice.

What is the content of the questions ? That might help formulate a reply.

They want strategic answers rather than ‘just’ SEND answers. They want to hear about multiagency working, identification of needs, supporting other staff to meet needs, APDR cycle etc.

If you can give some example questions then it’ll be easier to offer advice.

What provision you have successfully implemented?
How would you deal with difficult parents?
How would you train staff?
what does high quality inclusive teaching look like?
I have given solutions and that I would provide training etc. Get advice from external agencies. However, I think I should just say how I would go as a SENCO. I have examples from a class teacher perspective as I’m not currently a SENCO. It’s so hard as I really can’t seem to lock down a position. I was worse than I thought. I thought I would have secured something by now. If you’re not a SENCO already, you’re pretty much not wanted. Nobody wants to give you a chance.

I’ll have to have a think overnight. Long time since I was in school but have a particular interest in 2 and 3.
Don't lose heart SENCOs all have to have been new sometime.

Are you already in a primary teaching post? If you are could you offer to support your current SENCo as professional development? Some schools have a team of SENCo’s, some have one for each key stage. Would something like that work as a way to experience the role and benefit your interview answers

If you are doing the award currently, you should have a thorough overview of the Code of Practice and that is the blueprint for all processes, so know it well. Each stage: High quality teaching, adaptations, identification, IEPs, EHCs, annual review processes etc.
Consider all the agencies you may work with or need to draw upon.
You don't randomly deliver training, you would consider school priorities, data trends, issues relevant to a cohort, specific training for ECTs etc.
Difficult parents are not always difficult. They are often anxious, worried, scared. Listen and be open to their concerns. Take them seriously. They are their child's primary educators and should be seen as partners not enemies.
High quality inclusive teaching means the implementation of a gold standard universal offer consistently provided.
In terms of what YOU have done - what successes have you had as a teacher? Did you support a child in your class through creative intervention? Do you consider yourself a model of best practice for all colleagues?
What are the key issues affecting education currently? Recruitment, retention, budgets, SLCN etc.
A SENCo doesn't have to have all the answers, but they need to problem solve, know when to ask for help and from whom, be creative, adaptable, organised, have credibility and enthusiastic. Transferrable skills.
Apologies for the essay, shall stop there but hopefully that gives you some ideas.

Not a teacher, but former SEND governor:

Quality first provision that is consistently implemented across the school, with clear provision mapping. This strategy allows for focused staff training and timely identification of children whose need goes beyond QFP strategies.

Staff who are well trained and have clear QFP are more confident to raise concerns about children who are not making expected progress despite these measures being used. Training needs are identified by looking at current and future cohort needs, data, and listening to staff when they tell you their knowledge gaps.

Consistent QFP across the school means that there is a lower rate of lag due to transitions between classes and year groups. TAs will know what strategies are used across the school, so there is a smoother integration if they are required to switch classes.

Clear assess, plan, do, review processes should be established so that evidence is gathered quickly and efficiently to establish next steps for children.

'Difficult parents' may be anxious, may have their own difficulties, may have had bad educational experiences of their own. They may have learning needs of their own. Establishing a trusting and transparent relationship is essential.

Just to put my tuppance worth in. Sorry if incoherent.

Audit of staff (teaching and CA TA whatever you call them) existing skills. Look at their strengths and weaknesses. Identify where training is required from this audit.Draw up an Action plan.
Find out from your local authority (?) not sure how it works in England what courses are available and match to needs.

Identify need of children on register and which staff need upskilling in relation to those e.g. autism training, makatron courses etc etc.
prioritise needs - who is in need of training most urgently. Identify suitable trading and where/when you can access to it.

Run in school training on writing PLP ( again not sure of English name for what used to be IEP.) Some staff may need support with this. Again this can be identified from your audit.

Training for staff - broader spectrum training on Special needs , how to identify children who need help/ when to put a child on the register/ differentiation/ might be especially useful for young/ new teachers. Maybe suggest making a handbook for your school outlining processes where a child is identified as having an additional need. A lot of teachers seem to be unclear about the start to end process.

Training for class teachers in reading statements. Purpose of a statement. Legality of a statement . How to conduct annual review , write reports for parents/ Ed psychs etc.

Training for teachers in managing support staff for the benefit of the child with particular reference to statement if child has one.

Audit of exsisting resources/ identify gaps/ look where gaps can be filled depending on finances.

Difficult parents
difficult parents is a very negative perception and I would try to say that no parent is really difficult. They may as others have said be worried, anxious have had bad experience themselves. Important to build a relationship with parents , some may be as knowledgable as you or more about their child. Parents want to feel their child is the most important child in the school (feel - not is the most important child in the school). Be aware of language when you are speaking to parents. Don’t say I don’t really know your child (I’ve been on the other side of the table this year) Read all the information about each child so you are armed with knowledge and sound as if you know the child’s even if you don’t deal with them on a day to day basis. Be aware of the need to think before speaking.
Show respect for parents. Reflect on any interaction and why it went well or not and learn from it.

As I said SENCOs do not issue forth at birth and take up position. You may just have been unfortunate to have been in for positions where someone with more experience has gained the post. Hopefully a school will come along that is the right one for you.

Thank you for all these useful ideas. I am going to keep on trying!