We are always looking for ways to help SENCOs, if you have an idea just let us know!
All our training is provided by SENDCO Solutions Ltd
Discover the powerful impact of peer tutoring programs on metacognition development in educational settings. This article explores how both tutees and tutors benefit from peer tutoring, fostering metacognitive skills and promoting academic achievement.
Explore solutions to overcome challenges in implementing targeted interventions, from resource constraints to resistance from stakeholders. Learn strategies for addressing issues like lack of institutional support and cultural barriers to achieve successful outcomes.
Explore the importance of hosting regular SEND drop-in sessions, fostering open communication, building trust, and engaging parents, pupils, and staff in the Special Educational Needs and Disabilities (SEND) process. Learn how to plan and execute these sessions effectively and address challenges that may arise.
Explore the vital role of SENCOs in updating reading and spelling ages for SEN students. Learn how this data serves as a diagnostic tool, influences interventions, and informs curriculum planning. Discover the importance of collaboration and technology in the process.
Explore the significance of Awareness Weeks for Special Educational Needs and Disabilities (SEND) and how schools can participate. Learn about breaking stereotypes, providing education, building empathy, and celebrating diversity. Get tips on planning and involving various stakeholders.
Learn about different strategies and approaches for promoting diversity and inclusion as a SENCO, including cultural competence, sensitivity, and creating a positive school culture.
Learn about different behaviour interventions that SENCOs can use to manage challenging behaviours in the classroom, including positive behaviour support and functional behaviour assessments
Are you a UK SENCO looking for effective assessment tools and techniques? Discover our informal guide to SENCO assessment and learn how to support students with special educational needs and disabilities.
We are in a dire position. Increasing number of EHCPs dictating 1:1 for significant hours and vast time out of lesson for intervention, LA response is ‘write a costed plan’…this does not solve the problem…we CANNOT recruit.
It can be difficult to distinguish between an English as an Additional Language (EAL) child who is still learning English and one who has a special educational need (SEN). Here we look at the differences and how to tell them apart.
