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The SENCO Induction Pack supports new SENCOs at the start of their journey before they complete the NASENCO qualification.

It provides useful information to those working with SENCOs or who are interested in taking up the post in the future.

The Leading Learning for Special Educational Needs and Disability CIC developed and trialled this Induction Pack for SENCOs, with input from experienced and new SENCOs themselves. It has now been updated and revised to take into account the new Ofsted EIF (September 2019).

This resource was funded by the DfE (Department for Education).

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The SENCO Induction Pack supports new SENCOs at the start of their journey before they complete the NASENCO qualification. It provides useful information to those working with SENCOs or who are interested in taking up the post in the future.

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SEND Journey Flow Diagram - Master Copy_2023-24

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Telephone: 01400 659009

Email: enquiries@learnsendhub.co.uk

LEARN SEND Hub

Warwick House, Long Bennington Business Park, Long Bennington, NG23 5JR

What3words: elevates.assume.engaging

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Think Piece Article- SEND & Inclusion - Same or different 

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Think Piece Article- SEND & Inclusion - Same or different 

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The same but different: Understanding SEND and inclusion in schools today - Special Needs Jungle

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The same but different: Understanding SEND and inclusion in schools today. A really important article from two leading SEND experts

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Deployment of TAs

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while the number of teachers in mainstream schools in england has remained relatively steady over the last decade or so

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the number of full-time equivalent tas has more than trebled since 2000: from 79

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700. teaching assistants comprise over a quarter of the workforce in mainstream schools in england: 35% of the primary workforce

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and 14% of the secondary school workforce. the number of full-time equivalent tas has more than trebled since 2000: from 79

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there are currently more tas in english nursery and primary schools than teachers: 273

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900.1 about 7% of tas in state-funded schools have higher-level teaching assistant (hlta) status. a key reason for increasing the number of tas was to help deal with problems with teacher workloads. in 2003

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the government introduced the national agreement to help raise pupil standards and tackle excessive teacher workload

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in large part via new and expanded support roles and responsibilities for tas and other support staff. the growth in the numbers of tas has also been driven by the push for greater inclusion of pupils with special educational needs and disabilities (send) into mainstream schools

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with tas often providing the key means by which inclusion is facilitated. given that sen pupils and low-attaining pupils are more likely to claim free school meals (fsm)1. tas also work more closely with pupils from low-income backgrounds. indeed

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expenditure on tas is one of the most common uses of the pupil premium in primary schools

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a government initiative that assigns funding to schools in proportion to the number of pupils on fsm. a combination of these factors means that schools now spend approximately £4.4 billion each year on tas

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corresponding to 13% of the education budget. this presents an excellent opportunity for improvements in practice

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with such a large and already committed resource in place. the recommendations in this guidance recognise the fact that schools are operating within already tight budgets; however

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noticeable improvements in pupil outcomes can be made through the thoughtful use of existing resources

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Guidance to help primary and secondary schools make the best use of TAs

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Valuing SEND (VSEND) provides a transparent and consistent approach in understanding the needs and support required by children and young people. It is a key part of our plans to make sure children and young people's needs are identified and met as early as possible, through application of a strong graduated approach.

The shared ambition for Valuing SEND is to:

improve children's long-term outcomes and inclusion

improve the experience of families and professionals across the system

Valuing SEND aims to achieve this by:

developing a single, rounded picture of the needs of children and the support they need to succeed and prosper within and outside of their education - from birth to adulthood (across early years, primary, secondary, special and post 16 education)

using this as the foundation for planning and commissioning of support, monitoring of progress and evaluation of support at a child and cohort level, and to enable earlier and more co-ordinated intervention

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Valuing SEND (VSEND) provides a transparent and consistent approach in understanding the needs and support required by children and young people. It is a key part of our plans to make sure children and young people's needs are identified and met as early as possible, through application of a strong graduated approach.

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The way children engage with other people and their environment underpins their learning and development. (Including playing and exploring, active listening, creating and critical thinking)

In assessing progress of children in early years, practitioners often use the non-statutory early years outcomes, development matters, as a guidance tool. The tool assesses the extent a young child is developing at expected levels for their age. The guidance tool sets out what most children do at each stage of their learning and development across 7 areas (3 prime and 4 specific) of learning.

When a child appears to be behind expected levels, or progress gives cause for concern, practitioners should consider all the information about the child's learning and development from within and beyond the setting. From within the setting, practitioners should particularly consider information on the child's progress in communication and language, physical development and personal, social and emotional development.

All early years providers are required to have arrangements in place to identify and support children with SEND. Children's SEN needs are normally considered against four main areas (communication and interaction, cognition and learning, social, emotional and mental health and sensory and physical) which are shown in the following sections along with suggested support strategies that could be put into place.

Levels of need

High Quality Teaching (HQT) approaches which will benefit all children as well as those with special educational needs (VSEND level 1-2) are captured at the beginning of each area of need. These should be considered alongside the broader range of inclusive teaching and learning strategies identified by the Education Endowment Foundation (EEF).

some children will require support that is additional to or different from HQT approaches to learning and development. These children may require more focused intervention and support and these are referred to as targeted interventions (VSEND level 3-4).

other children may require more specialist interventions (VSEND 5-6) or highly specialised support (VSEND 7-10) in addition to targeted interventions and HQT. It is important to consider the child developmental age, as well as their chronological age, when using this guidance document

Early years - support with the graduated approach

Early years specialist teachers should be your first contact if you need support with the implementation of the graduated approach,

The stepped approach to SEND document is useful as this was co-produced with Early Years Practitioners and Teachers.

We have some guidance and resources to support with implementing the graduated approach and inclusive practice

Loris Malaguzzi used a metaphor of "learning being like a tangled bowl of spaghetti", which sees learning as moving in many directions with no beginning or end. Early Years SENDCos have a vast knowledge of child development and will recognise that a young child can move between many of the different levels identified in this section on a daily basis. The strategies throughout each level are good practice and can be used fluidly alongside the knowledge of how best to support a unique child and their family.

Development Matters 2020 recognises that "children are powerful learners, every child can make progress in their learning with the right help"

If support is required, including advice and guidance, with the development of an inclusive provision, high quality teaching or support for putting inclusive policies into practice then please email the early years team

ESCO

For some children with significant and complex needs the Early Support and Care Co-ordination (ESCO) service can support with care coordination.

Referrals for keyworker support can be completed by settings. In addition parents can book an ESCO appointment to discuss the available information, services and support in Lincolnshire.

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Strategies and interventions - Professional resources

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The way children engage with other people and their environment underpins their learning and development. (Including playing and exploring, active listening, creating and critical thinking) In assessing progress of children in early years, practitioners often use the non-statutory early years outcomes, development matters, as a guidance tool.

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Angela E. McHolm (Author), Charles E. Cunningham (Author), Melanie K. Vanier (Author) & 0 more

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Helping Your Child with Selective Mutism: Practical Steps to Overcome a Fear of Speaking

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Buy Helping Your Child with Selective Mutism: Practical Steps to Overcome a Fear of Speaking Illustrated by Angela E. McHolm, Charles E. Cunningham, Melanie K. Vanier (ISBN: 9781572244160) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders.

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Paul Dix - When the Adults change - Book

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Paul Dix - When the Adults change - Book

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When the Adults Change, Everything Changes: Seismic shifts in school behaviour

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Buy When the Adults Change, Everything Changes: Seismic shifts in school behaviour by Paul Dix (ISBN: 9781781352731) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders.

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Square Pegs - Inclusivity, compassion and fitting in - by by Fran Morgan (Author), Ellie Costello (Author), Ian Gilbert (Editor)

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Square Pegs - Inclusivity, compassion and fitting in - by by Fran Morgan (Author), Ellie Costello (Author), Ian Gilbert (Editor)

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Square Pegs: Inclusivity, compassion and fitting in - a guide for schools

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Buy Square Pegs: Inclusivity, compassion and fitting in - a guide for schools by Fran Morgan, Ellie Costello, Ian Gilbert (ISBN: 9781781354100) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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We use cookies and similar tools that are necessary to enable you to make purchases, to enhance your shopping experiences and to provide our services, as detailed in our Cookie Notice. We also use these cookies to understand how customers use our services (for example, by measuring site visits) so we can make improvements.

If you agree, we'll also use cookies to complement your shopping experience across the Amazon stores as described in our Cookie Notice. This includes using first- and third-party cookies, which store or access standard device information such as a unique identifier. Third parties use cookies for their purposes of displaying and measuring personalised ads, generating audience insights, and developing and improving products. Click 'Customise Cookies' to decline these cookies, make more detailed choices, or learn more. You can change your choices at any time by visiting Cookie Preferences, as described in the Cookie Notice. To learn more about how and for what purposes Amazon uses personal information (such as Amazon Store order history), please visit our Privacy Notice.

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Buy The Perfect SENCO (Perfect series) by Natalie Packer, Jackie Beere (ISBN: 8601404455377) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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EEF blog_ The Five-a-day approach_ How the EEF can support _ EEF

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SEND in a Nutshell - Lincolnshire - Secondary - 2024-25 - updated Nov24

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Preparing for Adulthood: All Tools & Resources - NDTi

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Great stories and discussions where inclusion really works helping us to learn from each other and to try and build a more inclusive society for all children and young people.

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Adaptive teaching guides: Practical tools for equitable classrooms

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One of the most pressing priorities in schools right now is ensuring every pupil can access the full ambition of the National Curriculum, no…

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Carre's Grammar School Visit Report Oct 2025

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Carre's Grammar School SEND & Inclusion Walk Document

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Carre's Grammar School SEND & Inclusion Walk Document

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Family of Schools SEND Project Visit Report