SENDCos - help!!

[ProfessorRizz]

I am a secondary mainstream SENDCo, have been in role approx 18 months.

Our provision is, I think, excellent. There are myriad opportunities to communicate provision with parents, which we do effectively. Most parents are fairly happy with their child’s provision.

A handful of parents just take up all of my time. No matter how many times I sit and listen to their concerns, validate them, agree with them, point to the provision in place, suggest extra provision, make them feel important, they just cannot get their head around the fact that their child does not have a 1:1 TA.

I am smiley, concerned, lend them an ear, offer a range of options, and I am constantly ignored, belittled, huffed at. Yet I keep smiling and being helpful

Secondary SENDCos, how do you handle these meetings, emails and interactions? Please help me before I quit in high dudgeon!

Do they listen to data and finance? It depends on the sum of money allocated to their child via the school budget and any additional funding via EHCP.

Parents understandably want the best outcome for their child and are rigorous in pursuing that. They want what is written in the EHCP to be followed precisely and that too, is understandable. Do you have EHCPs specifying 1-1?

At secondary level, most pupils need to be developing independence and 1-1 doesn’t do that, but if that’s what is their provision, that’s what they should have. If not, I’m sure you show how you are meeting their needs, making adjustments and providing strategies, even if it isn’t what they hear.

It’s a while since I did the job, but I do understand the frustration of not being able to be all things to all people and trying to explain how you are working to achieve the best outcomes for their child.

Are any of these meetings with the HT or deputy present? Will they be supportive? When I was a SENCo, we had a high number of a range of needs. I had two teaching staff and 25 TAs. Now there are no additional teachers and 8 TAs.

I feel for you; it can be thankless, but there will be parents who are grateful that you’re advocating for their children.

If 1:1 is not detailed in their DC’s EHCPs, explain to them the school doesn’t have the resources or staffing to provide 1:1, but that they can request an EHCNA/pursue amendments to their DC’s EHCPs if they wish.

and 1-1 doesn’t do that

This is the line LAs like to rely on in Tribunals. It misrepresents the research. A well trained 1:1 deployed correctly does not lead to dependence. Michael Charles, a well regarded SEN solicitor, once wrote an excellent piece on this.

Thank you both. I guess my question is more general, how do you maintain a cheerful disposition and good relationships? My colleagues are v supportive but I am constantly weighed down by doubt and demands!

Also, we’re talking children without an EHCP here, just SEND K for dyslexia, for example. Plenty of high quality interventions; excellent, disruption-free teaching.