The main roles and responsibilities of the SENCO are first and foremost to follow the SEND code of practice to support all pupils in reaching their full potential whilst working closely with external agencies, parents and support staff as well as providing training to staff to help them feel fully supported in how to meet the needs of the send children. It is also to safeguard all pupils with a focus on some children as they are more vulnerable as well as maintaining accurate and up-to-date records of our practice and the progress of our children to check they are reaching their full potential and meeting their outcomes. It is also to ensure that teachers are meeting passport and EHCP targets and feel supported in doing this and that we are reviewing targets regularly and checking our provision is supporting the children. Finally their teachers are supported in the use of quality first teaching plus an adaptive strategies to improve send outcomes.

I do believe SENCO should have a role in SLT. Improving SEND outcomes is already in our school improvement plan and it should be fully embedded in strategic vision. SEND is a whole school responsibility and we should be providing high-quality education and provision for all children having SENCO on SLT helps give the SENCO a voice to contribute to decisions on staff training budgeting and curriculum planning allowing decisions to be made in a way that directly benefits vulnerable learners. It also raises the profile of SEND across the school making their SENCO a senior figure which ultimately strengthens communication and builds trust with staff, parents and pupils. 

The SENCo should ensure that all pupils- especially those with SEND- have equal access to a high quality education that meets their individual needs. The SENCo should provide appropriate provision that removes barriers to learning and create an environment where all children feel valued and supported. Through our growth mindset teaching and whole school approach to SEND we can create an inclusive atmosphere where children can reach their full potential.

My knowledge of the budget and funding for SEND is that the Cenco manages the SEN D specific budget effectively to ensure that funds are allocated to meet the needs of our pupils with SEND which includes element two funding of £6000 per send pupil into the School budget which can be used to purchase resources to enhance provision and provide staff training. I am aware the EHC peas come with a band of funding allocated and set by the local authority according to the child’s need which often but not fully pay for the one-to-one TA. I’m aware that people premium funding is allocated to only people premium children and sits in a separate pot within the budget which SLT oversee I would work with SLT to ensure that we are using our budget effectively to enhance our provision and ensure staff feel well trained and supported in meeting our SEN children’s needs.

Organisation and time management skills are skills as I take real pride in a prioritise tasks based on urgency and importance and choose to arrive early to ensure a calm instructed start to the day. This helps me maintain a healthy work life balance stay organised and track deadlines. An example of when I have used these skills to meet deadlines is the week of our parent inspire workshop in one week I had an observation parent workshop parent meeting and science club to lead. I chose to spend my morning of my ECT and PPA time getting organised for my observation. While this was not the most important task of the week my ECT time came first on Tuesday morning and I strongly believe that we should use allocated time for its directed purpose as this help helps maintain clear boundaries between different elements of the job going into next year this is something I would maintain. I do believe it’s important to maintain professional boundaries within different elements of the job to ensure a healthy work life balance. This prevents missing deadlines It helps maintain efficiency reduce stress and ensure that I am prepared for my professional responsibilities within school after my ECT time I planned for the parent workshop as that had a lot of elements to prepare for. I then organise my parent meetings and finally made sure I had everything ready for my club over the next few days. Going forward, I do plan on maintaining the structured working habits to ensure that I’m always prepared for my professional responsibilities within school. 

Experience  The SEND code of practice states that the SENCO needs to have a strong knowledge of the children and community. I have three years of experience working at the school and over this time I have a strong relationship relationships with children staff and parents at our school. I have worked as a one-to-one intervention worker and class teacher throughout my time and have gained hands-on experience supporting children with additional needs to ensure they meet their targets and outcomes on their EHC P’s and throughout this time I have developed a deeper understanding of SEND needs an effective strategies to meet their needs. As a class teacher I continue to prioritise SEM support working closely with the SENCO to assess needs and implement strategies for our SEND pupils. I let the EAL assessments in interventions last year which improved my ability to identify and support diverse learning needs. Throughout my time I have developed a strong knowledge of the children and parents and carers here as well as a strong knowledge of our current cohort of SEND children and their needs. 

As a key part of the role is identifying and addressing various to attendance for children with send the SENCO should understand the links between SEND in attendance barriers such as anxiety sensory sensitivity and routine changes. I am keen to either undergo myself or realistically get our Elsa trained in emotional base school avoidance training as a strategy to help improve our SEND attendance particularly with School avoiding children all those children that find it hard to come to school in the morning. This should take a collaborative approach with families external agencies, school, the class teacher and the pupil themselves to help build a strong relationship and understand what the barrier is for why they are not attending school. An example of I have worked towards improving SCND attendance is with the current child in my class who is undergoing an autism diagnosis and has begun to show School avoidance tendencies. To attempt to overcome it, I understand the importance of consistency and reassurance with the child using daily check-in where I can check her well-being regularly keeping in touch with mum and providing Mum with a daily routine chart and our class timetable to build consistency between Home and School and ease uncertainty. I have also organised our sessions for the child which happened on a morning to provide structure and calm transition into school. She also completes a calming task upon arriving into school and gets a little sticker from my desk where I can check in with her each morning to check she’s okay.

I am willing to complete the qualification I think it would be wise to complete it in my second year of being SENCO so that I can get my ACT course completed and give that the correct amount of attention it deserves and then move onto this qualification so I can give that the attention deserves as well and spend the first year gathering evidence. I will need to complete assignments for the qualification.  

Current SND initiatives that I have set up and implemented throughout school I’m currently working with our SENCO to improve the outcomes for people with dyslexia across school. I’ve taken a collaborative approach working with parents SENCO myself and an external dyslexia tutor to improve the outcomes of a particular child with dyslexia in my class from this we have been able to get dyslexia addiction in each class and it is becoming more spoken about thing. I understand the importance of having a bank of adaptive strategies in order to meet individual needs and I would like to create or working with SENCO to create a dyslexia resource package of adaptive strategies for teachers to help them improve how they are supporting children with dyslexia or children who have undiagnosed dyslexia in their classroom. Current SND initiatives that I have set up and implemented throughout school I’m currently working with our SENCO to improve the outcomes for people with dyslexia across school. I’ve taken a collaborative approach working with parents SENCO myself and an external dyslexia tutor to improve the outcomes of a particular child with dyslexia in my class from this we have been able to get dyslexia addiction in each class and it is becoming more spoken about thing. I understand the importance of having a bank of adaptive strategies in order to meet individual needs and I would like to create or working with SENCO to create a dyslexia resource package of adaptive strategies for teachers to help them improve how they are supporting children with dyslexia or children who have undiagnosed dyslexia in their classroom. 

For our support staff I would ensure that we have strong communication between support staff SENCO and senior leadership team to help them feel supported. I would propose half term TA meetings where one half term you talk to the infants TA and 1/2 term Meetup to the upper site to help them feel better supported and listen to I would provide targeted training linked to the specific needs of the children that they support and encourage sharing a good practice among support staff to utilise their strengths. Do you think it would be a good idea to provide TAS with shadowing time for their own CPD where they could watch us as teachers or SLT lead an intervention or they can watch each other lead interventions so that they are also building on their own best practice. I also think it’s important that TAS feel confident in how to meet the needs of the child they are supporting. Support staff voice in the past has been that if they are changing children from July to September they don’t always feel prepared to meet the needs of their new child because they might not necessarily know the child that well especially some of our children with more complex physical or communication needs. I would propose releasing TAS in July to allow them to shadow and meet with the child’s current one-to-one so that they can observe current practice and ask any questions they may have so that they feel supported in how to make the child’s needs and the child is seeing a consistent approach between staff at school.

Ensuring our teachers have the skills needed to meet SND needs is vital to ensure that as a school we are delivering high-quality education to all through our quality first and quality 1st+ teaching strategies and adaptive strategies. Firstly I would provide regular staff training focused on key SEND strategies and tailored approaches to meet the needs of our current SEN children. I would prioritise training in SEMH and cognition and learning needs as these are our current biggest area of need. I would promote sharing a good practice encouraging staff to observe one another and share strategies that are working for them in staff meetings and ensure that teachers are working on meeting passport targets regularly and reviewing these targets together if they are not working so that we can implement changes to ensure our children are reaching their outcomes I would try to embed a culture of continuous CPD in collaboration to support staff confidence in meeting SEN children’s needs as well as working with other and within the trust to share ideas and strategies

Thinking about teachers struggling with supporting STM children I think it’s important to acknowledge that teachers space different challenges depending on the needs of the class and the SEN children within their class or perhaps undiagnosed SEN children in their class to help them I would offer individual support and training which is tailored to each teachers need and if needed bring in external agencies for advice and support if required I would help teachers try and manage different differentiation by regularly reviewing passport targets with them to ensure that the targets are manageable and achievable as well as building on and expanding our intervention offer and encouraging and promoting the use of our body system within school to boost fear support and hopefully take some of the pressure off the class teacher. I would encourage strong communication between teachers so that they can share successful strategies and share best practice. And going into next year I would explore opportunities with the trust to see if there’s time for subject leaders to be released to build and create send resources for their subject during the curriculum time now that our curriculum has reached a full two years cycle.

To ensure that teachers are delivering a broad balanced SEND curriculum It is important to monitor planning to check lessons are accessible that passports are regularly updated with quality first teaching plus strategies meeting with class teachers to review the progress of SEND pupils and make adjustments to provision or targets if needed I think it’s important to provide teachers with guidance on differentiation and adaptive strategies ensuring that strategies like scaffolding multisensory approaches and quality for teaching plastic techniques that we offer are used consistently and effectively and that staff understand how to use these techniques. I think it would be good to release staff to observe one another so that we can share best practice as SENCO I would conduct classroom observations to assess how SEND pupils are accessing the curriculum as well as proactively collaborating with teachers to ensure the SND pupils receive a high-quality education using the strategies mentioned previously The SEND code of practice highlights the importance of high-quality teaching that is adapted and personalised to meet the needs of learners, which is why it’s important that teachers understand how to deliver abroad and balance curriculum to our SEND learners. 

Outstanding teaching in SEND provision is making sure that the teacher delivers a high-quality and inclusive lesson to all children using quality first teaching plus an adaptive strategies to meet all children’s needs. Their lessons would be differentiated with scaffolding and support for those who need it as well as strategically deploying support staff to assist both SEND and the rest of the class. The role of a one-to-one should not replace the role of class teacher in that child’s schooling the class teacher should still take full accountability for that child and should still regularly check in with their learning that they are accessing the lesson and put strategies in place to support them if they are not accessing the lesson. The class teacher would offer guidance, feedback, praise and challenges to engage all children including SEN children I think it is often overlooked that we can challenge our SEND people as well as just supporting them. An outstanding teacher would use a variety of strategies and resources to engage all different types of learners and they would maintain a calm and happy learning environment to ensure that meaningful learning is taking place and send children are regulated in order to access the learning. 

when planning for send in school. It’s important to know that the SEND code of practice states that getting provision right for our pupils with barriers to learning will help them to achieve their best and become confident individuals who lead fulfilling lives. To do this, we should use the graduated approach of assessed plan due review to plan personalised provision for the child and use our knowledge of the SEN pupils to inform tailored strategies into their passports making sure their targets are achievable and appropriate for that time. This year I had to rewrite an entire passport because the targets for the child were completely inappropriate and unachievable and the parent had recognise this as well so I rewrite it creating targets that challenged the child to help them reach their full potential as well as meeting their current needs. It’s important that teachers have a range of quality first age plus and adaptive strategies to use alongside the personalised provision and it’s important to liaise with external agencies to access additional support if needed   I think it’s important to build and maintain a toolkit of assessment to identify barriers to learning early which is supported by a knowledge base of interventions and strategies to help meet individual needs so that these can be recycled and reused if these strategies are working and are effective, I would use adaptive strategies and TA information sheets to ensure that support staff understood their role of supporting the child as well. 

The role of SENCO in target setting and interventions is ensuring that we are providing the right support to send pupils and that we are tracking progress effectively   The SENCO should maintain accurate and up-to-date records of targets interventions and progress checking that these are helping the students achieve successful outcomes    I would want to maintain a whole school approach which is cross your group because I do think that is working and allowing us to complete more interventions with our limited staffing and time. They think I should train and support staff who are leading interventions to ensure effective delivery and complete observations to check that these are being delivered correctly I would want to continue the current SENCO’s work maintaining the intervention log and creating terminally impact reports so that we can see notable progress for anomalies I would hold regular people progress meetings with teachers to review interventions are working and track progress and finally provide staff training on interventions if necessary also inviting support staff so that they feel supported in lead interventions.  The role of SENCO in target setting and interventions is ensuring that we are providing the right support to send pupils and that we are tracking progress effectively   The SENCO should maintain accurate and up-to-date records of targets interventions and progress checking that these are helping the students achieve successful outcomes    I would want to maintain a whole school approach which is cross your group because I do think that is working and allowing us to complete more interventions with our limited staffing and time. They think I should train and support staff who are leading interventions to ensure effective delivery and complete observations to check that these are being delivered correctly I would want to continue the current SENCO’s work maintaining the intervention log and creating terminally impact reports so that we can see notable progress for anomalies I would hold regular people progress meetings with teachers to review interventions are working and track progress and finally provide staff training on interventions if necessary also inviting support staff so that they feel supported in lead interventions. 

the SENCo should set and review targets every term or half term for pupils if short term targets are needed to ensure that provision is appropriate and achievable to meet their outcomes. I would regularly review targets to ensure that they are achievable on adjust support if necessary it’s important that we have suitable monitoring techniques in place to review targets and assess the effectiveness of these interventions and use pupil progress meetings to analyse data and track progress so identify where any additional support may be needed. 

Monitoring progress of our SEN children is crucial to ensuring children receive the right support and continued to develop. I would track progress through pupil passports adjusting support if needed to ensure that it is appropriate about support and challenge the child. I would regularly review target and assess people work to check that they were making progress holding drop ins and completing book looks. It’s important we deliver tailored interventions to meet the needs of individual pupils and maintain strong homeschool communication through regular parent meetings so that the parent understands the child’s current targets and if they are willing to work on these targets at home as well I know in my class all of my parents obviously and children have specifically asked what they can do at home to support the child as well and whether there is any additional resources I can provide them to further support the child and help them reach their outcomes.  I would monitor to send data in key areas of reading writing and maths through observations and drop-in. I would conduct EHCP reviews and monitor EHCP targets to check their progress.

Our current interventions are playing a huge role in pupils progress. I know in my class I am using phonics interventions to support three children one who has a dyslexia diagnosis and two who are undergoing a dyslexia diagnosis and these interventions allow that one-to-one time to help teach them how to use the dyslexia dictionaries how to use the provision that we have available that they don’t necessarily understand how to access and it also helps me as their class teacher keep track of their progress and identify where any additional areas for support might be or where as the class teacher I need to be working on my own training and understanding and how I can support them   Not long ago. I completed some additional CPD on dyslexia strategies within the classroom so that I feel confident in supporting my own pupils on the SEN register. I think it’s important that teachers use assembly time as dedicated intervention time for various groups of children because we don’t often get that one to one time with them I also think it’s important that support staff regularly update class teachers on progress children are making in intervention groups so that the class teacher can provide a consistent approach and work on strategies that are being learnt and used in the intervention groups and apply those strategies to their learning in class. I do think communication between SENCO teachers and support staff is vital to ensure that we are effectively tracking progress and providing a continuity of strategies and techniques for our children  I know I have one child on the SEND register who really struggles with her memory and retention of information , who is in an intervention group who got really frustrated a few weeks ago because the TA leading the intervention was using a completely different strategy to the one we used in class which she has come to learn and understand was them being asked to use a completely brand-new strategy to find the answer to a maths question and it really affected self-confidence which we’ve really been working on in class is building self-esteem is of confidence in maths really giving empowering her to feel like she can do it and not having that consistent strategy between myself and the support staff giving the intervention knocked her confidence back because she then felt like she couldn’t do it and thankfully the TA communicated that with Me and we were able to discuss the strategy that’s working in class and how she can use that strategy in the intervention to further support her and build her understanding of the strategy that we regularly using, which will help her in SATS next year. I know last year when I led interventions I would always communicate back with the class teacher about any progress. The children were making in interventions with me because it’s important that the class teacher can also celebrate the achievements they’re making in interventions and make the interventions feel meaningful and important to the child.

I motivate children by building strong relationships with pupils and understanding them on an individual level so I understand how to make their individual needs and how to mow them personally I think it’s important to understand that children need to be motivated in different ways. I will treat all peoples equally but I will adapt motivation techniques based on their individual needs and personalities. I have one child in my class who drives on direct praise And hearing from me that they’re doing amazing and I’m really proud of them and I have another child in the same class. Who hates direct Price he finds it embarrassing and it will literally stop him doing his work if I directly praise him so I’ve learnt to indirectly praise him in a way that fills him with intrinsic motivation and pride in himself where I say to the class have a look at what this child is done and I’d like you all to see if you can present your work as neatly as this child is done because I think they’ve done a fantastic job. Which is a way where I’m not directly praising him, but he understands he’s doing a really good job and that I’m really proud of him. I think positivity is one of the biggest motivators ever which helps create a really happy learning environment but also helps children build that sense of motivation whether they’re not just doing it for a house point or a sticker they’re doing it because they want to achieve their best in themselves and I do think our growth mindset teaching and learning is really helping builds our children’s sense of pride and motivation in themselves and going forward, I would love to continue our work on growth mindset as the school. 

I think it’s really important to involve families in target setting and progress reviews to ensure that we have a collaborative approach to supporting children with SEND. Involving families helps build strong positive relationships with parents and carers to ensure that they feel informed valued and involved in their child’s learning.  I would hold term meetings to review progress discussed targets and outcomes celebrate achievements that the child has made and address any concerns that we may have. I think regular communication is important to update parents on progress and adjustments that have been made and share strategies and resources with the parent to help them support the child at home as well. It’s important to share practical advice with parents as well to reinforce learning and ensure that this consistency between Home and School I know in my class right now I’m working really closely with a couple of parents of children who are undergoing an autism diagnosis and struggling at home. A consistent struggling I hear from parents is that completing homework is a real challenge so I shared a strategy with one of my parents were in class we play one of the songs from the TT Rockstars playlist while they complete one sheet of TT Rockstars and I suggested having that same boundary at home with the child of they can pick a song from the playlist or a song they like while they complete one sheet of TT Rockstars and then that is that bit of maths done for the evening and the parent was really appreciated of this suggestion and it has helped improve the number of children completing their homework. 

If a new pupil were to arrive, I would try and assess that people as soon as possible to ensure that we are putting appropriate support in place from day one. I was contact the previous School for any records reports and intervention history as well as contacting their previous SENCO if they had a history of SEND I would meet with the parents to gain insights about the child as well as observing the child and conducting initial assessments such as literacy and numeracy screenings EIL assessment social and emotional and behavioural assessments if there are any concerns in these areas I would establish strategies based on assessments and liaise with the class teacher and support staff to implement interventions whilst monitoring the transition closely and adjusting strategies if needed. I would make sure that all information has passed on to the teacher so that the class teacher feels supported in meeting the needs of their new pupil as soon as possible.  

If the new child had a history of SEND I would gather as much information as possible from the previous school review the ECP sen support plan any assessments and intervention records that were available to see what strategies were effective that their previous school as well as contacting the previous School SENCO for any valuable insights on past interventions or strategies or any concerns more things that may still need addressing. I would meet with the parents and people to discuss their child needs and see if they had any concerns that related to the child or the transition. I would try and ensure continuity of support from day one that built on previous and successful strategies. The student had in place at their previous school. 

To support teachers in planning for a new child with SEN I would gather and share any relevant information with the new class teacher to help provide a smooth transition and provide continuity and support offered to the child. I would review previous paperwork such as EHC P’s SND support plans and intervention records as well as contacting the previous SENCO to understand what support has previously been in place and share this with our current staff.   I would share assessment data with the teacher and support staff involved with the child as well as offering advice on interventions and strategies based on previous approaches and any current observations I am making. I would conduct regular progress meetings with the child parents and staff to ensure that the child has got appropriate targets and adjusting any strategies as needed. This will hopefully ensure consistent and targeted support from day one. 

To increase parent involvement in child learning I am currently regularly communicating with parents about what we are learning and what parents can do to support their children at home. For my SEND children, I personalise the spelling list and homework to enhance their understanding of what we are currently learning and for their spellings and sure that they have a stronger vocabulary retention for the spellings of my SENT children I create spelling lists using words they will use immediately in their writing so that they are instantly practising using those words. I’m spelling those words outside of the spelling test and spelling lessons to hopefully move the learning of that word into their long-term memory as opposed to just learning the words for a test. It is also helping give them a wider vocabulary which is improving their writing and their passion for writing. Are you specific Taylor homework to reinforce learning and explain its importance to parents to encourage their involvement in helping the children at home    I love that we offer inspire workshops to help parents support their child’s learning and I think it’s important in key stage two that we offer one every year for key stage two parents in maths so that they understand the techniques we use in school to support their children at home

Ifa parent thought their child was not receiving the right support. I would begin by meeting with the parent to discuss the concerns they had review existing support that was in place explaining why it was currently in place and adjusting strategies as needed.   It’s important that SENCO and class teacher collaborate to ensure that appropriate support is in place that aligns with the parents perspectives and the parent understands why current provision is in place. If needed, I think it’s important to listen to the parents and make adjustments to target if necessary and keep parents informed and up-to-date about their child’s progress so they feel their concerns are being listened to and addressed. I had a parent meeting in September where the parents felt the child’s passport targets were completely inappropriate and unachievable and on reviewing his passport I completely agreed with the parent so I re-wrote the child’s passport using appropriate and achievable targets that would help the child reach their full potential. This has built really strong trust and communication between myself and the parent because the parent felt listened to. This intern has led to even stronger communication between myself and the parent. The parent pays for a private dyslexia tutor to support the child outside of school and because we’ve built up such a good rapport the dyslexia tutor is now working on our writing strategies and our writing learning goals to help support the child in school as well as outside of school which is helped the child makes such fantastic progress and given him a passion for writing whereas before he was such a reluctant writer, he would cry every time I asked him to write a simple sentence whereas now he’s writing pages and pages of relevant work and asking for one-to-one time to edit it so that you can up level it to make it year five standard which is wonderful to see and all this came from a parent who could see that child was not receiving the correct level of support   Ultimately communication and having a strong homeschool relationship is important to ensure that we are fully supporting children with SEND as parents often see a different side to their children that we see   

If a parent didn’t want to come into school or was finding it hard to communicate with School I would offer alternative communication methods like phone calls emails online meetings through teams or if appropriate conducting home visits or meeting on a neutral ground such as the family hub. I would try and work to reduce the stigma by fostering an open and supportive environment and explaining SEND in a positive and understandable way offering easy to understand information to help them feel empowered and involved in decision-making to reduce uncertainty and build trust between School and Home. I also think it’s important to invite them to our SND coffee mornings so they have the chance to connect with other parents of SEN children and with the Seco

As our SND governor, I would work closely with you to ensure you had a clear and full understanding of the SEN provision we provide provided in School and help you feel fully prepared in your role as a critical friend where you effectively challenge and support our approached SEND I would make sure that you are familiar with that IND policy and practices through involving you in the review of development of key policies reports and SND strategy as well as holding regular meetings with you to update you on policy reviews and updates on our SEN provision interventions and outcomes so that you had a clear picture of what we were offering and what was working I would take you on regular learning walks complete book looks and share our key SED documents such as SEND on a page our SEN information report our accessibility plan and annual SEN governance report. I would also invite you to staff training to deepen your understanding of new legislation as well as sharing our best practices and our approach to inclusive educationAs our SND governor, I would work closely with you to ensure you had a clear and full understanding of the SEN provision we provide provided in School and help you feel fully prepared in your role as a critical friend where you effectively challenge and support our approached SEND.

It’s really important that we work closely with a range of external agencies to create a multi agency approach to meet each child needs these partnerships help provide specialist expertise resources and additional sport external partners may include the local authority who support with UHCP’s funding and specialist services health and social care professionals such as speech language therapists, educational psychologist, cams occupational and physiotherapist and support groups such as SEND support groups and national charities such as the national autistic charity. It’s also important that we collaborate with other SENCO to share best practice and ensure that we are offering a strong SEN provision. In my current experience, I have worked with many external partners when I was a one-to-one TA well we had a collaborative approach to help children meet their EHCP targets. 

It’s important that we have positive relationships with external partners to fully support pupils by creating collaborative relationships with external specialists we can effectively share information and expertise in a way that maximise support for the child. I would keep a comprehensive list of external partners and their contact details for quick and effective access. I would invite external professionals to observe children in class or meet at their place of work to discuss strategies building a strong rapport and ensure that the support we provide is consistent and tailored to meet a child’s needs. I would share relevant student information such as assessment data progress reports and intervention plans to ensure that this support we offer targeted support. I would involve external partners and staff training to strengthen the schools expertise and improve understanding of specific needs for example I do think we could really do with training in school avoidance and PDA right now through communication and a strong positive relationship with external partners we can create a strong support network for each child which ultimately contributes to improving outcomes for our pupils with SEND. 

Safeguarding is everyone’s responsibility and all staff should receive regular training on safeguarding procedures and latest updates and we should have an it could happen here attitude   Safeguarding is about keeping children safe and putting children and their well-being. First it’s important to work closely with the designated safe godly and deputy DSL to ensure children especially those with SEND as they are more vulnerable are protected I would also as Cinco collaborate with the PHE lead to educate children on safeguarding including topics such as online safety and bullying and then ensure the SEN children felt safe have a voice and receive the appropriate support

If a child disclosed a safeguarding concern I would follow our safeguarding policy to ensure that the child felt safe and supported or disclosing that concern. I would use appropriate questioning techniques such as tell explain describe questions and make confidential notes. I would report the concern to the designated safeguard lead as soon as possible and follow the next steps in the safeguarding procedure. I would provide emotional support through services such as Elsa and and follow up with that child to check that they were continuing to be supported and felt safe. 

If a child disclosed a concern about a colleague I would follow the whistleblowing policy and report the concern immediately to the headteacher or if it was about their teacher reporting it to the trust   I would maintain confidentiality while ensuring the child safety and the well-being of all parties involved. It’s important that the concern is handled quickly fairly and consistently to protect both the child and the individual involved.  What to do if a child discloses a concern? If a child disclosed a concern about a colleague I would follow the whistleblowing policy and report the concern immediately to the headteacher or if it was about their teacher reporting it to the trust   I would maintain confidentiality while ensuring the child safety and the well-being of all parties involved. It’s important that the concern is handled quickly fairly and consistently to protect both the child and the individual involved.  

I would like to be SENCo because I have a passion for supporting children with send and making sure that we are providing the right provision for meeting their needs and removing any learning barriers. I think as a teacher it is the most rewarding part of my job currently when a child with send makes noticeable independent progress and I can meet with their parents and careers and share those successes we have made. I am very passionate about cpd and continuing to learn and love sharing my knowledge with others. mostly I really care about our school and our children here. I have great professional relationships with our children parents and staff here and would love to continue our incredible work in making send a whole school responsibility and making sure teachers feel supported in meeting our children’s needs