By Niall Murphy
In this blog, you will learn:
- About the personal and unplanned career journey of this SENCO.
- Effective strategies to support students with behavioural difficulties.
How to find and apply for the best education and SEND jobs.
According to a report by the British Dyslexia Association, 21.6% of students with Specific Learning Difficulties, such as dyslexia, achieved a grade 5 or above in English and maths GCSEs over the 2023/24 academic year. The report also concluded that 51.9% of students without SEN achieved the same grades, highlighting a gap of over 30% between those with and without Specific Learning Difficulties.
This variation in outcomes for pupils with and without learning difficulties shows that the need for effective strategies, support and reform in SEND provision is greater than ever. That’s exactly why we’ve been speaking to a SENCO, Consultant Teacher and Specialist Assessor with 20 years experience in the education sector.
Specialising in the assessment of dyslexia and other specific learning difficulties, this professional discusses her unique route into the SEND sector. Discover how her experience motivates her to find strategies that improve outcomes for all children and young people.
Tell us about your career journey so far and your current role
I began my career in sales and marketing before moving into the education system. I’ve done a mixture of roles within local authority and private work within primary and secondary school settings. For the last 20 years I have worked as a Specialist Teacher and Assessor of Specific Learning Differences and a SENCO.
I have worked as a SENCO in different settings and have had many temporary contracts. Part of my role as a SENCO involves consulting work within schools on how to develop SEND as well as providing access arrangement support and strategic SEND direction. I also mentor staff that are new to the SENCO role and offer support with funding applications.
In my role I work with a team of Specialist Teachers, Educational Psychologists and a Speech and Language Therapist as well as a Consultant Teacher for Behaviour and a Consultant Teacher for Autism.
I work with neurodivergent children and adults who have:
- Dyslexia.
- Dyscalculia/numeracy difficulties.
- Dyspraxia/DCD.
- ADHD/ADD.
- Auditory and visual difficulties.
- Handwriting and fine motor skill challenges.
- Reading and spelling difficulties.
- Speech, language and communication difficulties.
- Communication and interaction needs.
What type of education and training did you receive to become a SENCO?
I didn't actually know I was going to be a SENCO! The job became available and nobody else wanted to do it. I qualified as a SENCO back in 1997 before the National SENCO award was required. I fell into the role and just really liked it. I have gained qualifications since then that have enabled me to assess students for specific learning difficulties. I have been involved in lots of training and returned to university to undertake a Diploma in Specific Learning Difficulties. I’m currently working on a Masters in Psychology.
What strategies do you use to support students with behavioural difficulties?
I use Emotion Coaching and find the book written by Louise Gilbert, Licette Gus and Janet Rose to be a brilliant resource. The idea about emotion coaching is getting children to understand how they are feeling and how to handle their emotions in a more positive way.
I also use strategies from the book 1-2-3 Magic by Thomas Phelan and My Hidden Chimp by Steve Peters.
I especially find it useful having targets written on desks. These targets are small achievable goals for students to work on and serve as a visual reminder.
I also use visual timetables, wobble cushions, Emotional Literacy Support Assistant (ELSA) support, The Zones of Regulation and 5 point scale. I find these tools really useful because they give children strategies to manage their emotions and to help them feel safe and supported.
How do you keep up-to-date with changes in the SEND industry?
I am committed to continuing my professional development and regularly attend training courses organised by the Professional Association of Teachers of Students With Specific Learning Difficulties (PATOSS) and other leading course providers.
I always like to stay up to date with local authority updates and look up material from National Association for Special Educational Needs (Nasen) and LinkedIn.
What do you find most fulfilling about being a SENCO?
Being a SENCO can be quite a lonely role and sometimes Teachers expect you to fix everything quickly, but there is no magic wand. It is about chipping away and finding interventions and strategies that work for the individual.
It is always good to hear how students are getting on when they have moved forward in their careers and in their life. I love hearing that they have fond memories of the time I spent with them. I find it particularly rewarding when parents find SENCO support helpful and a relationship is built up between home and school. This really supports the child or student and has a positive impact.
What's the most valuable lesson you’ve learnt in your career so far?
For me, communication is always the key to being a successful SENCO as you need to be someone who is trustworthy and easy to talk to. Communication needs to be sensitive but open and honest.
I think it can be really difficult to tell parents that their child is facing challenges especially when they may not have realised it or are struggling to accept it. Even the Education Health Care Plan (EHCP) process is complicated and parents can find it difficult to navigate.
I also think that Teachers need to take more responsibility for the needs of the learners in their class to give them the best possible support.
What’s your vision for the future of SEND services? What excites you most about the future of local authority SEND?
I think a change to the applications for EHC plans would be great. I hope that the EHCP process becomes easier as it is very time consuming, complicated and varies according to postcode. Working in different authorities is difficult to navigate and the expectations are very different. I think the same process and same forms for each local authority would be really helpful.
Lack of funding is the same with all governments. I don't think there is enough funding especially as there are more identified needs. More money is needed for schools and I worry about the amount of private special schools that are being set up. I hope they are monitored carefully. I think there is absolutely a need for more specialist provision though.
What advice would you give to aspiring SEND professionals?
It is a tough but rewarding job. I would strongly recommend seeking support from colleagues and peers in your field. You need to have a supportive Senior Leadership Team with a deep understanding of special educational needs.
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