In this blog, you will learn:
Why this professional believes SEND should be everyone’s responsibility.
About the importance of investing in early support services, according to this Head of SEND.
Why she believes recognising Emotionally Based School Avoidance in schools is vital to support pupil wellbeing and emotional safety.
How to find and apply for the latest local authority SEND jobs.
With increasing pressure on schools to deliver effective and inclusive SEND provision, conversations around pupil wellbeing, early intervention and mainstream support have never been more important.
To delve into this, we recently spoke to Natalie, a Head of SEND with over 15 years experience across mainstream, independent and specialist settings. In her role, Natalie focuses on delivering real-world practice and helping every pupil feel understood, supported and able to thrive.
Natalie shares her journey into SEND leadership and explores the biggest challenges and changes currently shaping the sector. From investing in early support for speech, language, communication and literacy to create more consistent support, Natalie discusses what true inclusion looks like in practice.
Throughout this interview, Natalie highlights the growing focus on Emotionally Based School Avoidance (EBSA) and why SEND should be everyone’s responsibility.
Tell us about your career journey so far and your current role
My route into SEND leadership wasn’t conventional. I originally trained as a playwright at one of the UK’s leading drama schools. I became fascinated by what shapes a person’s identity and how individuals experience the world. That curiosity led me to train as a Psychotherapist, specialising in supporting young people.
During that time, I realised that schools are one of the most influential environments in a child’s life; they shape confidence, belonging and opportunity. I decided the greatest impact I could make would be within education.
I began as a Teaching Assistant, then moved into a specialist provision, where I developed an understanding of how learning differences and communication needs affect a young person’s school experience.
When the SEND Code of Practice was rewritten in 2015, new leadership roles began emerging. I applied for the role of Head of Communication and Interaction, overseeing provision for pupils with communication and interaction needs which I loved. The role combined everything I cared about: understanding and supporting young people and helping schools improve their practices.
I went on to train as a SENCO and now work as Head of SEND as part of the extended senior leadership team, leading the whole-school inclusion strategy.
A typical day might involve working with pupils and families, supporting Teachers to adapt their practice and analysing progress and provision. It can also include coordinating external professionals and working strategically with senior leaders. At its core, the role is about making sure pupils feel they belong and can access learning in a meaningful way.
How did you know you wanted to become a SEND Leader?
It wasn’t one moment; it was something that built over time. I have always been interested in people, particularly those who experience the world differently.
Early in my career, I worked with misunderstood pupils and I noticed how small, thoughtful adjustments could completely change a young person’s experience of school.
I also found that I was naturally drawn to supporting colleagues and helping them understand pupils, adapt their teaching and feel more confident. SEND leadership felt like the right space to bring those things together. It allows you to work both relationally and strategically, supporting individuals while shaping systems.
What do you find most fulfilling about being a SEND Leader?
What I find most fulfilling is working with people and watching their confidence grow over time, especially Teachers, young people and their families.
Often, people start from a place of uncertainty: pupils who feel they aren’t good enough, Teachers who want to help but aren’t sure how, or families who feel overwhelmed by the system. I love seeing that shift.
With pupils, it might be recognising their strengths, building independence, learning to advocate for themselves or developing friendships.
With Teachers, it’s seeing their confidence grow as they begin to understand how to support a wider range of learners. With families, it’s about helping them feel heard, supported and reassured.
For me, success isn’t just academic. It’s about helping people feel more confident, more capable and more understood. When that happens, everything else starts to fall into place.
What are your thoughts on the Schools White Paper?
The Schools White Paper recognises that the current system is under significant pressure. In principle, it sets the right direction: strengthen support in mainstream settings and reserve EHCPs for the most complex needs.
At the moment, too many families feel they need an EHCP to secure appropriate provision. Many of the details of the Schools White Paper feel quite vague at the moment and there are still many unanswered questions. This means schools and trusts are trying to interpret what this will look like in practice without clear statutory guidance.
Alongside that, schools are already working within tight resource constraints, so there is a real challenge in balancing ambition with capacity.
There is also a lot of optimism and concern around reforms which I think are valid. While there are challenges, I do believe the changes have the potential to bring positive shifts in how SEND is delivered. They could also create new and more strategic roles within the system.
Ultimately, the success of the reforms will depend on clarity, investment and how well schools are supported to implement them.
Do you think mainstream schools are currently equipped to meet these plans?
Many schools are working hard to be inclusive but they are often doing so under significant pressure.
Teachers are balancing increasingly complex classrooms alongside curriculum and accountability demands. SEND leaders are also coordinating large systems of support, often with limited capacity.
Inclusion works best when Teachers feel confident and supported in adaptive teaching. This requires sustained professional development, strong leadership and access to specialist services.
There is a strong foundation in many schools but for the government’s plans to succeed, that foundation needs to be properly resourced and developed.
How has the SEND sector changed over the past 12 months?
There has been growing recognition that the system is stretched, particularly around neurodiversity, mental health and communication needs.
Over the past 12 months, we’ve seen an increase in the number of young people being identified and diagnosed with more complex needs. This is both positive and challenging for schools. It’s positive because needs are being better understood and recognised, however it places additional pressure on schools to ensure the right provision, expertise and support are in place.
There is also more focus on early identification, literacy and key transition points, particularly between primary and secondary.
Emotionally Based School Avoidance (EBSA) has become a more prominent focus. Schools are increasingly recognising that attendance and engagement are closely linked to how safe, understood and supported a pupil feels. EBSA has brought greater attention to the importance of wellbeing and emotionally responsive support within schools.
We are also seeing ongoing challenges around recruitment, particularly in specialist subject areas. A shortage of subject specialists can make it more difficult to deliver content in ways that are accessible and engaging for pupils with SEND, particularly when strong subject knowledge is key to adapting teaching effectively.
The conversation has continued to shift towards the role of high-quality teaching, with a growing understanding that SEND is everyone’s responsibility, not just the SENCO’s.
What reforms would you like to see?
I would like to see a stronger focus on how specialist services are used, particularly Speech and Language Therapists and Educational Psychologists.
These professionals have the potential to make a much wider impact than simply carrying out individual assessments. When used well, they can support staff training, shape whole-school approaches and build long-term capacity within schools.
I also think there is a real opportunity to strengthen the relationship between specialist and mainstream settings. Staff working in specialist provision have a wealth of expertise and that knowledge could influence mainstream practices.
Consistency of provision across key stages is another important area. Too often, support can feel fragmented as pupils move through different phases. Support shouldn’t reset every time a child moves on; it should build and evolve with them.
Making SEND training a core part of Teacher training is essential and has been needed for many years. It’s encouraging to see it become part of the national conversation.
Finally, greater investment in early support, particularly in speech, language, communication and literacy, is key. When needs are identified and supported early, it can significantly reduce the need for more intensive intervention later on.
Overall, the system needs to be clearer and more consistent for schools and families, with a shared understanding of expectations and more accessible support.
Can you share a challenging situation you’ve faced?
A common challenge in SEND leadership is balancing the needs and expectations of families, schools and external systems.
I once worked with a child who was experiencing significant anxiety and struggling to attend school. The situation was overwhelming for everyone involved.
The key was building trust and taking a gradual, collaborative approach. By listening carefully, working closely with external professionals and making small, manageable adjustments, we were able to rebuild the student’s confidence over time.
This reinforced how important relationships and communication are in achieving sustainable change.
What’s the most valuable lesson you’ve learned?
I’ve learned that inclusion is built through relationships. Systems and processes are important, but they only work when people feel understood, valued and supported.
When that foundation is in place, meaningful progress becomes much more possible.
What is your vision for the future of SEND services?
My vision for the future of SEND services is for inclusion to be embedded across every part of education, not seen as a separate area. That means strong universal teaching, earlier identification and closer collaboration between education, health and social care.
Going forward, I think we will see a greater emphasis on strengthening mainstream provision, improving early support and developing more joined-up working across education, health and care services.
What excites me is the growing recognition that inclusive practices benefit all students. When schools become more responsive and relational, the whole community improves.
What advice would you give to someone entering the SEND workforce?
SEND is constantly evolving and staying curious and reflective is essential. It is also important to remember that every child is different and understanding those differences is key.
My advice would be to build strong relationships, listen carefully and don’t underestimate the impact you can have.
I would also say, be prepared to be wrong. Throughout my career, I’ve had to apologise many times when I’ve gotten something wrong or needed to rethink an approach.
SEND is deeply human and often emotional; people care passionately, and there are often multiple perspectives at play. Being able to reflect, take responsibility and adjust your thinking is essential.
Stay respectful and be quick to recognise when you need to change course. The right support at the right time can change a young person’s entire experience of education, but getting there often requires humility, patience and a willingness to keep learning.
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