Leading SEND

Educational resources for ensuring the best possible whole-school provision for SEND; from fulfilling the requirements of the Code of Practice to working with teaching assistants.

Working through your SEN identification process
Early and accurate identification of need is an essential first step towards putting in the right support for a child or young person with SEND. Natalie Packer outlines what can leaders do to support a more consistent approach
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SENCO skills audit
Download the skills audit to help evaluate the skills and knowledge needed to fulfil the responsibilities of a SENCO
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SEND leader year planner
Download and use this SEND leader year planner to ensure you stay on top of your priorities and meet all statutory requirements for the next academic year
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TA skills audit
Download the skills audit to help evaluate the skills and knowledge needed to fulfil the responsibilities of a teaching assistant
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Video: Managing and reducing SENCO workload
Nina Jackson shares ways to help manage the SENCO workload and caseload successfully and efficiently
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Supporting SENCO workloads in 2021
SENCOs say that the pandemic and lockdowns have added to their already long list of priorities. Natalie Packer suggests five ways of managing workloads over the coming months
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SEMH: keeping a record of interactions
Pupils with social, emotional and mental health needs may have an assigned mentor with whom they regularly 'check in'. Use this document to keep track of these conversations and identify next steps
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Planning SEND provision for 2020/21: five evidence-based recommendations
How will you ensure that all pupils are accessing a broad and balanced curriculum this year? Natalie Packer shows how SENCOs can build plans based in good practice
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Video CPD: Initial identification and assessment of SEND
Early and effective identification of SEND leads to better outcomes for learners. Natalie Packer explains the process and suggests tools to use
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Preparing for pupils with SEND to return to school
Natalie Packer explores the importance of a recovery curriculum and a 'wellbeing first' approach to ensure a safe return to school for pupils with SEND
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Leading SEND

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