respondents either reported that they had had no induction: 'Nil â baptism by fire!' or had arranged their own induction: 'Visit to a friend in Kent who is a SENCO.
Features induction, professional development and future aspirations. This study was conducted via an online survey using nasen’s database of SENCOs’ email addresses. In total there were 326 responses from across England, covering all phases and designations of schooling, including academies and free schools. There were some overall themes that emerged from this survey: appointment to the role; organisational arrangements; induction; the National Award for SEN Co-ordination; and the future. A report of the research is available on nasen’s website at www.nasen.org.uk/
Appointment to the role
Being a SENCO
Drawing on data from a recent survey, Sue Pearson and Rafael Mitchell provide a national perspective on the role of the SENCO In 2007, nasen commissioned research into the recruitment, induction and retention of special educational needs co-ordinators. Subsequently, there was further research into the working lives of SENCOs, the role of the SEN governor and the external recruitment of SENCOs. In September 2009, two new sets of regulations came into force. The first, The Education (Special Educational Needs Co-ordinators) (England)
Regulations 2008, outlined the required qualifications for SENCOs and the responsibilities of school governing bodies; the second, The Education (Special Educational Needs Coordinators) (England) Amendment) Regulations 2009, outlined the training requirements for SENCOs. In light of these changes, a further survey was undertaken in autumn 2012 that collected data on SENCOs’ recruitment,
The routes into the role were variable; overall external advertisements were the most common; however, there were differences across the phases. In the primary schools, recruitment was most frequently internal (74%), including inheritance of the role following a colleague’s departure, internal advertisement, and as part of reorganisation. In the secondary phase, 43% said there had been an external advertisement, either solely for the role or including the role. These results are very similar to the 2007 survey. There were 322 (99%) responses to a question about the length of service. The longest period of service was 24 years, while for others it was a matter of weeks. Some respondents were not the SENCO but the assistant SENCO and one responded by saying she supported SENCOs in 36 primary schools.
Organisational arrangements
There were 320 responses to a question about membership of the senior management team (SMT), with 56% reporting they were members of the SMT. This was more common (73%) in nursery, reception, primary or middle schools than in secondary schools (30%). What was unclear was whether membership of the SMT was directly associated with being a SENCO or linked to one of the other roles that the individual held. There appear to have been some changes in this aspect since the 2007
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survey, in which only 45% were part of the SMT; however, phase-based differences identified earlier have persisted. The respondents were asked about the arrangements for their line management. The common responses appear in the table below. Line management of the SENCO Line manager Headteacher
Deputy headteacher
Assistant headteacher
Number
186 65 35
The pay allowances received by the respondents may be linked to the SENCO role or associated with the wider portfolio of the individual. Eighty respondents had TR1 allowances and 102 had TR2 allowances. Eighteen referred to an SEN allowance. As with the earlier survey there was evidence that SENCOs frequently have multiple responsibilities. Excluding teaching, the four most common ones were, in descending order: looked-after children, inclusion, designated child protection officer, and English as an additional language. Some individuals had extensive portfolios: ‘Continuing professional development across the school, performance management, education visits coordinator, newly qualified teachers, gifted and talented, supply cover, Key Stage 2 manager, teaching assistant line manager, midday line manager and deputising for head.’ (SENCO in a primary school for 400 pupils) Literacy was a very common responsibility identified by respondents.
Induction
There does appear to have been an improvement in the availability of induction since the 2007 survey in which 14% did not report any form of induction. However, the data suggests that practices in relation to induction within the first year continue to be patchy. Contact with the local support services was both common and highly rated. Of the 325 respondents who responded to this question, 185 had experienced this, with 169 giving it a positive rating. There were still some instances (3%) where the
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respondents either reported that they had had no induction: ‘Nil – baptism by fire!’ or had arranged their own induction: ‘Visit to a friend in Kent who is a SENCO.’ The lack of induction was obviously unsettling: ‘I wish I had had the opportunity to participate in a basic training course. I feel as though I am learning as I go along.’ In moving into this role, an important variable was the previous experiences of the SENCOs. In response to a question about other relevant experiences, 86 reported that they had been a SENCO in another school, with an additional 47 having been an assistant or deputy SENCO and 25 having worked in a support service. Many of those appointed to the role already held accredited qualifications, with some having multiple awards. There were phase-related differences. At the time of appointment 34% of SENCOs in secondary schools had no qualifications related to SEN/inclusion, whereas in the primary schools 54% of respondents had no relevant qualifications.
evidence of some schools or other sources funding this training. It was clear that some saw this award as part of a much wider portfolio of continued professional development which for some included qualifications directly related to special educational needs (for example, the Certificate in Specific Learning Difficulties), while for others it was more general in nature (‘I have always tried to keep up my staff training every year although courses may not have linked directly to the role of SENCO.’). There were also comments about the nature of the input in initial teacher training and the need for support for more experienced SENCOs who have not been eligible for the training.
Routes into the role were variable
National Award for SEN Co-ordination
Of the 326 respondents, 129 (40%) had completed the National Award for SEN Co-ordination, and 94 of these had felt a positive impact from the course, which included greater understanding of the SENCO role and the legislative context, and increased personal confidence and motivation. Typical comments included ‘extremely worthwhile’ and ‘very useful’ and ‘after each session I had something new to develop in school’. Just 14 (11%) had a negative opinion of the course, some feeling that it was too academic, while others found it stressful: ‘It was very hard work on top of a demanding job... it took up holidays and weekends.’ For the majority, the course had been centrally funded but there was also
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The future
The survey was conducted in the final months of 2012 when there was some information and quite a lot of speculation about the future shape of special educational needs policy in England. Additionally, the wider educational landscape was changing. The survey therefore provided an opportunity for SENCOs to comment on the future nature of the role. Of the 326 responses to the survey, 283 provided some indication of how they thought the SENCO role would change over the next five years. Only 16 respondents (6%) felt that the role would not change significantly and was ‘likely to remain the same’. Twenty-seven (10%) were unable to predict how the role would change, sensing that there would be ‘major changes’, but uncertain of the content of forthcoming legislation and how this would be interpreted by schools and local authorities. 138 (49%) were able to suggest specific ways they thought the SENCO role would change. Of these, 18 (13%)
Qualifications at the time of appointment
Number
Postgraduate diploma linked to SEN/inclusion Postgraduate certificate linked to SEN/inclusion LEA-based qualification linked to SEN/inclusion
36 53 32
Masters linked to SEN/inclusion
Other
30
30
Features felt the SENCO would be more involved in leadership and strategy at the wholeschool level, with 16 (12%) mentioning responsibility for supporting colleagues’ professional development in inclusion and SEN, and 18 (13%) predicting increased responsibility for budgeting and financial management. Eleven respondents (8%) predicted that direct teaching by SENCOs would either decrease or cease altogether. Of the total, 69 respondents (24%) felt there would be an intensification of the role, with more paperwork and an increased workload, while 33 (12%) predicted budget cuts: ‘[A] massive reduction to budgets... is likely to happen... [and we will] pay for more and more services that used to be provided [by the LA].’ Alongside questions about the changing nature of the role, respondents were asked about their personal plans in the next five to seven years. Many were considering several options, which reflected their current thinking: ‘Confused! And unsure – at a crossroads!’ Since many respondents selected several options, there were 555 responses. The most frequent (30%) indicated an intention to remain in the role in their current school; the next most common was retirement (11%). In commenting on factors that influenced their aspirations, the most common comment was ‘heavy workload’ (115 responses) – a worrying fact given their predictions about future intensification of the role. Thoughts about retirement were also common, with 77 mentioning this. More positively, 71 responses indicated the desire for a new professional challenge. There is a need for further research and 51% of the respondents supplied their name and contact details.
Final words
While a driver for this research was the changes in the regulations related to SENCOs, the importance of the school and wider contextual factors was evident in the qualitative data. As one respondent commented, ‘I think the SENCO role is very dependent on how it is viewed within the school. I am fortunate... that it is a valued and central role in the school I work in and I appreciate this based on other SENCOs’ experiences.’ Another wrote,
SMT
40%
129 participants completed the National Award for SEN Co-ordination
Of the 320 responses 56% reported they were members of the senior management team
44%
56%
1 in 4
69 SENCOs predicted an intensification of the role, with more paperwork and an increased workload
‘If SENCOs are to perform their role effectively and not become disillusioned, the importance of the role needs to be recognised and sufficient time allocated to enable them to do all that is needed.’ The influence of the school was also evident in individuals’ descriptions of their relationship with the senior management team and how valued they felt. Comments ranged from, ‘I am happy with my role as my school places a high value on the role of SENCO and is always willing to put into place measures that support me’ to ‘Being valued would be nice.’ A theme in some of the responses was the sense of isolation that some SENCOs continue to experience, ‘This is a very lonely job. I have set up informal networks in my area to support this but you are mostly on your own in doing it, which I think is a big factor for people leaving/feeling like they are not equipped to do the job.’ Beyond these school-level variations in support, there were also reflections on the overall quality and availability of training for all staff, and the likely cutbacks in staffing and hours available for SENCO activities.
Notwithstanding these concerns, the potential of this role for personal fulfilment and development, school improvement and enhancement of pupils’ progress was recognised by some: ‘I have really enjoyed becoming the SENCO. It has really made me reflect on my practice in relation to how children overcome barriers. I have enjoyed helping other people around school with their children, and have been proud to help improve provision for children. Moving into a role where the previous SENCO left with little notice, and left no systems/paperwork or policies in place, I have found the past year a huge challenge. The NASENCO course has been an incredible support.’ (SENCO in a primary school for 250 pupils) The ongoing challenge is to ensure that all SENCOs can be enabled by their school and national policies and professional development opportunities to have such a positive view. Sue Pearson is a senior lecturer in the School of Education at the University of Leeds. Rafael Mitchell is a researcher and tutor at the University of Leicester.
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