SENCO case study: large primary academy

• This academy is in the south-east of England and has approximately 400 children on its roll.
• A high proportion of its pupils (around 25%) have SEND requirements, and almost 30 of them have EHCPs.
• The current SENCO, Mr Doherty, has been in-post for almost seven years.

Collaborative efforts

Whilst the SEND framework has changed over time, the key to SEND success is collaboration. “If you try to do it all yourself,” says Mr Doherty, “you just won’t get anywhere”. “The only way to make progress is to ensure everyone in the department, and those in the classrooms, are working together.”

The school’s multi-academy trust offers a valuable network of advice and resources that have significantly contributed to the development of SEND provision, and provide support to the school’s in-school pastoral and special needs team.

SENCOs from across the MAT meet regularly, both online and in person. Mr Doherty’s remit includes a focus on SEMH (social, emotional, and mental health) within the group.

Spotlight on SEMH

In-line with many schools around the country, Mr Doherty has observed a rise in the number of children demonstrating SEMH needs.

“In many cases, these pupils have speech and language and self-regulation challenges,” Mr. Doherty said. “The ‘COVID’ effect has led to a rise in levels of anxiety, and accompanying school avoidance.”

In response, the school has provided a designated space to provide a supportive and structured environment. Staffed by a dedicated teaching a system who provides targeted support tailored to each child’s specific needs, the nurture room is a vital part of the school’s provision for children with additional needs, offering them the support and resources they need to thrive academically, socially, and emotionally. Some pupils will spend as much time as they need in the nurture room, while others can participate in lunch-time groups or attend on specific days.

“This provision is constantly evolving,” Mr. Doherty explained. “We make sure we’re addressing the different issues children face. This can mean addressing anger issues or relationship building. Some eat their lunch there, and are encouraged to play and draw. We tailor activities to whatever the current group needs.”

Teacher support

The school employs a “live” marking system. “Teachers highlight work in orange or green in real time to give immediate feedback and almost immediate intervention,” said Mr. Doherty. “We can then give pupils the individual support they need, whether in the classroom or the nurture room.”

By using additional checks, such as the Special Needs Assessment Profile (SNAP) from Hodder Education and the regular classroom reviews, Mr Doherty asserts, “we get a clear view of the children’s understanding. We also use a range of mini-tests to spot where there are gaps.”

Room for improvement

The school has worked hard on its multi-agency relationships, including the local authority and health services. Sharing best practice is also important, and the school’s speech and language teaching assistant has shadowed colleagues in the NHS, and has brought that experience to her role.

However, Mr. Doherty acknowledges that there is room for improvement. “We need more specialist provision,” he said. “Waiting lists are too long and are a real barrier to getting specialist provision when it’s required.”

“I’m hopeful that SEND improvement plan can have an impact with this. My ideal is to have a system which can flex to allow children to stay in their mainstream classes, but get the support they need with English and maths in smaller groups where their needs are addressed.”

“I’m hopeful that SEND improvement plan can have an impact with this. My ideal is to have a system which can flex to allow children to stay in their mainstream classes, but get the support they need with English and maths in smaller groups where their needs are addressed.”

The development of alternative provision is a central part of the SEND improvement plan, though whether it will benefit those currently receiving support at schools like this one remains to be seen.