A Head of SEND on Managing Challenges and Driving Change in Special Education
21 Oct, 20241-2 minutes
In this blog, you will learn:
- About the responsibilities of a Head of SEND and what makes it such a rewarding role.
- About the benefits of working as a Head of SEND for future SEND professionals.
- How to find and apply for the latest local authority SEND jobs.
A Head of SEND is an effective leader with various responsibilities including overseeing the day to day operation of a school’s Special Educational Needs and Disabilities (SEND) policy and working closely with parents, teachers and local authority.
Mike Finlay has just embarked on a new career as a Headteacher, following his time as a Head of SEND. He served as a Head of SEND for a local council for nearly 3 years and during that time he gained valuable knowledge, experience and worked on various beneficial projects.
Having worked as an Assistant and Deputy Headteacher, and a Chair of Governors for a primary school, Mike is looking back and sharing the most rewarding parts of a career as a Head of SEND.
In this interview, Mike shares the personal insights he has gained from his experience as a Head of SEND and what he believes would benefit future SEND professionals. Discover Mike’s best advice and ways to get more people interested in the role of a Head of SEND.
Tell us about your career journey so far
I gained a degree in Fine Art, gaining Qualified Teacher Status (QTS) after a number of years of different roles in very different fields. On gaining QTS, I realised that I wasn’t doing justice to those children and young people who were in my class and required something different from me as a Teacher.
I sought experience in a special school setting and became an art Teacher in a special school. At that point, the pupils firmly cemented my passion and drive to dedicate my career to advocating with and for disabled children and young people and those with different educational needs.
Opportunities have resulted from my absolute and unwavering belief that to ensure the very best provision and pathways for those with SEND is to improve education and society as a whole. I have taught those with an Education, Health, Care Plan (EHCP) and I have also been supported by the most incredible managers throughout my career.
I am an avid networker, working with numerous incredible organisations, colleagues and practitioners over the last decade. These have included Whole School SEND, Whole Education, Challenge Partners and the Department for Education, sitting on an advisory group for the SEND and Alternative Provision improvement plan. I have developed and led SEND reviews across England and have developed a self-sustaining SEND improvement programme across a local authority.
During my career, I’ve gained a Masters in Fine Art and Education, careers lead qualification through Derby University, an National Professional Qualification for Headship and am currently beginning my National Professional Qualification in Executive Leadership.
Can you give us an overview of the role of a Head of SEND?
The role of Head of SEND can differ in scope and responsibility from local authority to local authority. When considering a move to the role, or between different local authorities within this role, it’s important to understand the scope, responsibility and freedom afforded by the post.
In my case, I’ve been lucky that the post was afforded real autonomy to tackle countywide SEND improvement whilst also working closely with colleagues to identify opportunities to manage financial challenges. I would spend more than 50% of my time developing county wide initiatives which proactively led to positive cultural and practice-based change across 170 settings.
Developments included: SEND self-evaluation and improvement planning; Headteacher and SENCO communication; training and conferences; peer SEND review; SEND support service practice development; guidance documents; creation of a student inclusion council, comprising children and young people with EHCPs; launch of a project to understand challenges faced by those who struggle, or are unable, to attend school.
Most importantly, I believe strongly that developing a positive culture of collaboration and positive regard for all stakeholders is vital in leading Local Authority SEND services. Explicit focus on delivering cultural change leads to better provision and outcomes through shared accountability – and that’s a really exciting development to lead!
What did you enjoy most about your role as Head of SEND for a local authority?
It is that explicit and focused development of joint working with schools and other practitioners which excites me. We introduced a SEND self-evaluation in collaboration with Whole Education and this has led over the last 3 years to the roll out of SEND reviews and supportive cross-local authority strategies.
Engaging in networks and driving positive change, particularly in such an important area, is motivating in itself and leads to broader opportunities to improve provision and pathways for those with SEND.
Network, magpie with pride and engage in every opportunity to develop your own skills and knowledge for the benefit of society’s most vulnerable and marginalised group – what could be better?!
What’s the most valuable lesson that you’ve learned in your career?
The phrase ‘culture eats strategy for breakfast’ might be commonly misattributed but is an accurate sentiment! You might have the most brilliant approach, solution, strategy or guidance but its likelihood of becoming embedded is slim.
You need to understand yourself (your areas of strength, blind spots and development needs) and be able to tackle challenges pragmatically, without taking personally any language used which suggests improvement is needed. Seek the win-win from every interaction, where an unhappy stakeholder is heard and you genuinely seek resolution.
Be prepared to apologise when you get things wrong, celebrate publicly the ‘wins’ of others, communicate frequently and openly, have high expectations and boundless positivity, seek solutions rather than what isn’t currently working. Be explicit in your expectation of positive culture and tackle instances in which others fall short of the expectation.
Empower children and young people, families, settings and colleagues and set up ways of gathering the voices of those experiencing the ‘system’ - from children to SENCOs, colleagues to practitioners and families to Teaching Assistants.
The culture of positivity is the outcome of explicit action, and the activity required to move practice and mindset forwards will only really be truly successful when positive culture prevails.
Reform in the SEND sector continues to be a huge topic of discussion. How do you keep up-to-date with changes in the SEND industry?
I thrive on embedding myself in networks, reading, groups and events. I take up every opportunity to engage in and support developing practice and strategy, and every individual you meet brings with them their own network of incredible practitioners.
I’ve worked with Whole Education and Challenge Partners, both of whom have had a positive impact on the practice and culture of the local authority in which I worked. With the Department for Education and universities to support developing research and understanding and set up networks where none existed, such as a new student inclusion council, comprising children and young people with an EHCP.
SEND review in schools is also one of the greatest Continuing Professional Development activities anyone could engage in – I have engaged in SEND reviews nationally and have also developed and rolled out peer SEND review within the local authority to ensure others gain the same opportunity. I would say read, talk, engage, do research and get into schools to keep your own practice up to date wherever possible.
What are the key challenges facing the SEND sector?
The continued rise in the number of EHCPs has led to pressures resulting from a finite Educational Psychologist pool. The maths simply doesn’t add up in many Local Authorities, as demand outweighs capacity to meet legal requirements and so balancing how to ensure your service is running as efficiently as is possible is vital.
Exacerbated by myriad things, children and young people increasingly struggle to attend their most local educational setting and changing that picture presents challenges. However, I firmly believe that it is both possible and the right thing to be doing – build that culture and the creative conversations which lead to positive change do flow.
Development of helpful levels of support and challenge for schools, with carefully planned guidance on making effective provision for the whole school community, is a challenge to be taken on with children and young people, SENCOs, families and as many practitioners represented as possible.
Finally, the number of young people who struggle, or are unable, to attend school is high and increasing. As with all things, this can be seen as a key challenge which can be tackled in a state of panic or with positive action - ask the young people and their families, work carefully together to plan outcomes and actions which are based on the voices of those children themselves.
We gained funding to support a brilliant project in Northumberland, gathering voices of this cohort in collaboration with Sunderland University to develop guidance and training resources centred on the person themself.
What do you feel can be done to ensure the best outcomes for children and young people with SEND? What improvements or changes can be made?
Set up and embed approaches which proactively hear the views of children, young people, their families, SENCOs, Headteachers, etc and act on their input/feedback. I see that it can be easy to slip into a model of ‘problem - action’, rather than carefully and collectively understanding the antecedent to challenge in order to co-produce the actions required to achieve the best outcomes.
It’s hard for even the least inclusive practitioner or organisation to refuse to come with you on the continuous journey of improvement if the trigger for change is the views of those struggling in the current system. It is positive to see language around accountability beginning, nationally, to incorporate the shared responsibility with schools AND local authority.
It can be difficult as a Local Authority to have absolute accountability for the provision contained within an EHCP without shared responsibility with schools – again, and the theme is a constant, that a positive culture of shared working is so important in collectively delivering highly quality provision for all.
What obstacles have you faced in your career?
My single biggest peeve is the use of negative language about a child, or groups of children. One challenge has been the consideration of SEND as a label which leads to language from educators such as ‘we can’t’ or ‘we won’t.’
‘Othering’ of vast swathes of our pupil population, simply because of a particular label or symptom of things not yet working can be frustrating when you know that inclusion can be as simple as an accepting mindset through which all children will get what they need, whatever it takes. But, no surprises, the role of Head of SEND affords you the ability to influence that mindset. And that has been the greatest privilege!
Another obstacle lies between the ears – there are a certain number of hours in the day and it’s vital to be kind to yourself. Recognise that you can’t do everything, all together and all at once. Plan your priorities and identify that which must happen first, ensuring you distribute leadership to provide the best opportunity of rapid and sustained improvement across a range of areas.
Communication is a common gripe in any workplace. Plan and consistently deliver high quality approaches to communicating across settings, families and your own teams. This sets your vision, values and expectations to embed and insist on them.
Lastly, and by far the greatest challenge throughout my career, has been imposter syndrome! When I work out how to put the inner voice of self-doubt to bed, I promise to share! For now, acknowledging it and seeking to quality assure what I do robustly and with as many voices as possible will have to do!
Why do you think the Head of SEND role is so underfilled, and how can we overcome this?
A very good question! There are some fantastic people out there and some excellent practice being delivered by ambitious, ethical and open leaders. My observations lead me to propose 3 things that see the role as less appealing than it might:
- Professional standards, such as those which exist for Headteachers, don’t exist. The role isn’t treated in the same way and, I believe, suffers for it. Delivering a consistent, agreed set of expectations and key qualities might see greater sense of pride in the role and a more consistent approach across the country.
- A strong network and annual series of activities which bring Heads of SEND together and promote continuous professional development, sharing of good practice and a collective approach to overcoming common areas of challenge. This happens in pockets, sometimes brilliantly – the Council for Disabled Children and Isos are producing ‘What Works in SEND’ case studies and some of these themes are beginning to be reflected.
- The effective structuring and funding of services varies, but can very commonly be improved in order that the Head of SEND is strategic, rather than purely operational. For example, complaints can eat up time and there are approaches which provide capacity for complaints to be handled by others but with built in feedback to ensure the Head of service understands what is required.
Get these things right, or better, and the role is one of the best and most fulfilling in education!
What personal lessons or insights have you gained from your experience as a Head of SEND that you believe would benefit future SEND professionals?
- Cultural change must be explicitly planned for, delivered and insisted on. This is the single most important area to get right if serious about effecting positive change.
- That the voices of children and young people are often far wiser than any other. Set up effective and systematic ways of gathering the voices of those with SEND and act on them.
- Don’t tolerate any behaviours within your service which serve to work against your positive vision and planned actions. Seek to change negative views and approaches and have plans in place for when those individuals choose not to, or can’t, come with you on the journey.
- Act with integrity at every step, the ego has no place in this role! Be open, honest and share when you’ve got something wrong.
- Being empathetic means that you listen during confrontation and seek to understand what is going wrong and how to resolve issues. Defensiveness erodes any opportunity to improve, or simply to turn around challenges where challenge is unfounded or wrongly placed. Aim to leave every interaction in which challenge is raised in a ‘win-win’ outcome, never to overpower or be overpowered with a win-lose outcome.
- Be kind to yourself. You can’t do it all, you’re rarely the sole reason for upset, you must recognise the ‘wins’ and successes and you need to show assertiveness in a kind way.
What are your career plans for the future?
I’ve returned to school as Headteacher of a Special School. I plan to continue engaging in networks gathered during my time as Head of SEND and to use lessons learned in a way which benefits students in my school, colleagues working for the local authority and the broader education community. I’m also in the early stages of writing a book – something very new to me which I’m really enjoying!
SEND jobs
If you’re searching for your next SEND job, why not take a look at the latest vacancies, or simply upload your CV to be notified when a relevant position becomes available.
If you learnt a lot from this Head of SEND, discover more engaging and inspiring interviews from SEND leaders:
- We are more effective collectively than alone, says a Head of SEND
- The role of SENCO should have the word hero in front of it, interview with a director for SEND
- Dual perspectives from a SEN Consultant and Managing Director
- Every teacher is a teacher of SEND an interview with a director of SEND
Local authority recruitment services
As specialist local authority SEND recruiters, we support local authorities nationwide with their temporary, interim and permanent staffing needs.
We can supply SEND staff for service redesign, tackling annual review backlogs and SEND/EHC Case workers to amend plans or hold annual review meetings.
If you’re struggling to fill a vacancy, why not get in touch with one of our team to see how we can help?
- South of the UK - Richard Shorrock
- Midlands & North of the UK - Adam Zyda
Share your experience
Every individual brings a unique set of experiences, thoughts, and insights to the table. We believe in giving a voice to a community of professionals to inspire positive change and champion reform in the healthcare sector.
If you work in the healthcare sector and would like to share your own personal and professional experiences, we’d love to hear from you. Perhaps you have a different perspective, could offer a fresh angle, or want to challenge assumptions.
Simply reach out to our Head of Content, Nicole Sherwood, to discuss a collaboration which makes your voice count.
Who is Spencer Clarke Group?
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We continually reimagine the recruitment process to challenge convention and defy expectations; from creating a better recruitment experience to remodelling employee engagement, we thrive off doing things differently and turning heads along the way.
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