Transforming the Role of the SENCO

237 Pages·2010·1.41 MB·English

by  Fiona Hallett

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Transforming the Role of the SENCo

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Transforming the
Role of the SENCo
Achieving the National Award
for SEN Coordination
Edited by Fiona Hallett and Graham Hallett

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Open University Press
McGraw-Hill Education
McGraw-Hill House
Shoppenhangers Road
Maidenhead
Berkshire
England
SL6 2QL
email: [email protected]
world wide web: www.openup.co.uk
and Two Penn Plaza, New York, NY 10121-2289, USA
First published 2010
Copyright © Fiona Hallett and Graham Hallett 2010
All rights reserved. Except for the quotation of short passages for the
purpose of criticism and review, no part of this publication may be
reproduced, stored in a retrieval system, or transmitted, in any form or
by any means, electronic, mechanical, photocopying, recording or
otherwise, without the prior written permission of the publisher or a licence
from the Copyright Licensing Agency Limited. Details of such licences (for
reprographic reproduction) may be obtained from the Copyright Licensing
Agency Ltd of Saffron House, 6–10 Kirby Street, London, EC1N 8TS.
A catalogue record of this book is available from the British Library

ISBN-13: 978-0-33-524241-2 (pb)
ISBN-10 0335242413 (pb)
Library of Congress Cataloging-in-Publication Data
CIP data has been applied for
Typeset by RefineCatch Limited, Bungay, Suffolk
Printed in the UK by Bell and Bain Ltd, Glasgow
Fictitious names of companies, products, people, characters and/or data that
may be used herein (in case studies or in examples) are not intended to
represent any real individual, company, product or event.
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Contents
Notes on contributors viii
Note on the text xiii
PART I
Concepts and contexts of SEN 1
IntroductiontoPartI 1
1 A NATIONAL PERSPECTIVE ON THE TRAINING OF SENCOs 12
Lorraine Petersen
2 THE CHALLENGE OF SUPPORTING THE SUPPORTERS IN THE
INCLUSIVE SCHOOL 24
Artemi Sakellariadis
3 WHAT IMPLICATIONS DO CHANGING PRACTICES AND
CONCEPTS HAVE FOR THE ROLE OFSEN COORDINATOR? 37
Brahm Norwich
4 LEADING LEARNING: THE ROLE OF THE SENCO 51
Fiona Hallett and Graham Hallett
5 THE CONCEPT OF INCLUSIVE PEDAGOGY 61
Lani Florian
PART II
The professional context 73
Introduction to Part II 73
6 REASONS FOR UNDERACHIEVEMENT AND EVERY CHILD MATTERS 77
Janice Wearmouth
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vi CONTENTS
7 MANAGING BEHAVIOUR, MANAGING THE STANDARDS 91
Philip Garner and Barry Groom
8 ASSESSMENT FOR LEARNING IN INCLUSIVE SCHOOLS 99
Peter Hick, Kath Kelly and Steve Tyler
PART III
Strategic development 107
Introduction to Part III 107
9 DEVELOPING A JOINED-UP APPROACH TO STRATEGIC WHOLE
SCHOOL PROCESSES 111
Alison Ekins
10 MANAGING FINANCIAL AND PHYSICAL RESOURCES 118
Pam Davies and John Hattersley
11 CHALLENGING DISABLING ATTITUDES AND STEREOTYPES 126
Angharad E. Beckett
PART IV
Coordinating provision 133
Introduction to Part IV 133
12 ASSESSMENT FOR EFFECTIVE PRACTICE 136
Cathy Svensson and Bridget Middlemas
13 A CRITIQUE OF DATA GATHERING 144
Bob Franks
14 INCREASING PARTICIPATION, DECREASING
BUREAUCRACY 153
Gill Richards, Alison Patterson and Linda Lyn-Cook
PART V
Leading, developing and supporting colleagues 157
Introduction to Part V 157
15 SENCOs: A PARTNERSHIP ROLE IN INITIAL TEACHER
EDUCATION? 160
Hazel Lawson and Tricia Nash
16 THE IMPORTANCE OF INTERPERSONAL SKILLS 168
Rachel Barrell
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CONTENTS vii
17 BUILDING CONSENSUS: NEGOTIATING, LISTENING,
INFLUENCING AND SUSTAINING COMMUNICATION: LEARNING FROM
DANNY 174
Niki Elliot
18 THE GOVERNING BODY: AN (UNTAPPED) RESOURCE 182
Sue Pearson
PART VI
Working in partnership 191
Introduction to Part VI 191
19 WORKING IN PARTNERSHIP WITH PARENTS 194
Christopher Robertson
20 MULTI-AGENCY COLLABORATION 202
Lynne Cook
21 HEARING THE VOICE OF THE CHILD: ENSURING AUTHENTICITY 207
Barbara Bradbury, Alison Feeney and Anne Gager
Index 217

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Notes on contributors
Rachel Barrell is Course Leader for BA (Hons) Primary Initial Teacher Education
at the University of Worcester. Prior to this, she has worked as a primary teacher and
SENCO in both mainstream and special provision. Her current research focus is on
attitudes towards special educational needs, looking at the development of inclusive
practice in the United Arab Emirates.
Barbara Bradbury has taught in mainstream Primary schools in London and
Sheffield in addition to SLD, MLD and ASD schools in Kirklees, Sheffield and
Lancashire. She is currently Deputy Headteacher of The Loyne Specialist School in
Lancashire and works closely with staff from the University of Cumbria on joint
projects which benefit both educational settings.
Dr Angharad Beckett is Lecturer in Sociology and Social Policy and associate of
the Centre for Disability Studies, . Her research focuses upon the
nature of citizenship and she has interrelated interests in disability politics and educa-
tion for equality and social ju stice
Lynne Cook is a Senior Lecturer in SEN/Inclusion at Oxford Brookes University.
Previously she worked as a SENCo in mainstream schools, pupil referral units and
as an advisory teacher for behaviour. Her current research interests focus on the
changing role of the SENCo and behaviour management training in Initial Teacher
Education.
Pam Davies has worked with children and young people from Reception to Sixth
Form in a range of settings both urban and rural. She is currently Senior Adviser for
SEN and Inclusion with Cheshire East Council. Her passion is for inclusion and the
entitlement of all to experience a personal sense of achievement and satisfaction.
Dr Alison Ekins is a Senior Lecturer and Course Director at Canterbury Christ
Church University, leading a range of Masters level courses on issues around SEN,
Inclusion, Enabling Learning and School Development. Alison’s research and publi-
cation interests are in inclusion, SEN and meeting the needs of all pupils through
whole school approaches.
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NOTES ON CONTRIBUTORS ix
Niki Elliot leads the Professional Development Programme in Education at Sheffield
Hallam University where she is principal lecturer in inclusion. Her research interests
lie in the area of professionals’ enquiries into and evaluations of their own practice.
Niki has worked in both mainstream and special schools as SENCO, senior leader and
as principal adviser for inclusion in a metropolitan borough.
Alison Feeney is a teacher educator (University of Cumbria), specialising in SEN
and Inclusion. A passion for safe practice in schools, striving for the emotional
well-being of vulnerable children and the imperative to hear their voices authentically
grow from her work, and, both professionally and personally, from fostering and
parenting her son.
Lani Florian is Professor of Social and Educational Inclusion at the University of
Aberdeen where she is working with colleagues in the School of Education on the
reform of initial teacher education programmes to ensure that all teachers are pre-
pared to work in inclusive schools and classrooms. She has published widely in the
areas of special and inclusive education. Current research projects focus on inclusive
pedagogy and achievement and inclusion.
Bob Franks is currently a Principal Manager for SEND and Inclusion in a
North-West LEA. His broad range of cross phase SEND experiences include
working directly with SENCOs, Inclusion co-ordinators and headteachers in pri-
mary, secondary and special schools. His particular interest is related to developing
the skills of SENCOs/Senior leaders, to use SEN data more effectively.
Anne Gager taught in a variety of schools over 17 years, before moving to the
University of Cumbria in 2000. Anne has been a SENCo in both primary and
secondary schools and has also taught in special schools. Anne’s area of research
interest is in the significance of special school placements for trainee teachers.
Philip Garner is currently Professor of Education at the University of Northampton,
having previously taught in mainstream and special schools. He has published widely

on issues relating to SEN and SEBD and is the Editor of Support for Learning.
Barry Groom is Senior Lecturer in the School of Education, University of
Northampton. He has significant experience of working with both young people with
SEBD and with SENCos. He has published in both these areas, and is currently
researching SEBD issues in Estonia.
John Hattersley was at the ‘chalk face’ working with children with SEN for 25 years
giving him the real practical experience to become a successful and highly
experienced Senior Leader of Schools and Children’s Services. He has a proven
track record in improving outcomes for children through building partnerships,
transforming attitudes and raising expectations.
Hazel Lawson is senior lecturer in special and inclusive education at the University
of Exeter, having worked as a primary and special school teacher for 17 years. Her
research interests are in the education of children and young people with severe,
profound and multiple learning difficulties; conceptualizations of diversity; pupil
participation and voice; and SEN in initial teacher education.
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x NOTES ON CONTRIBUTORS
Linda Lyn-Cook taught in mainstream secondary schools and special schools,
before taking on her current role as Consultant Teacher for Autism for Nottingham-
shire County Council. She leads a specialist team of advisory teachers and teaching
assistants in the area of autism, and is a visiting lecturer at Nottingham Trent
University.
Bridget Middlemas has extensive experience in the education of SEN pupils, and
has held teaching and management positions in both mainstream and segregated
contexts. She is a Senior Lecturer in Special and Inclusive Education at Roehampton
University, and has specific interests in the areas of autism, dyslexia, hospital
education, and the use of ICT to aid learning and teaching.
Tricia Nash has over 28 years’ experience as a researcher mainly in projects about
children with SEN/disabilities or health needs, 21 at the University of Exeter. Her
main research interests are families with children with these needs, the inclusion of
such pupils, and research on hearing the voice of these children and young people.
Brahm Norwich is Professor of Educational Psychology and Special Educational
Needs at the Graduate School of Education, University of Exeter. He has worked as
a teacher, a professional educational psychologist, and university teacher and
researcher. He has published widely in these fields; his books are on ‘Moderate
learning difficulties and the future of inclusion’ (Routledge 2005); ‘Special pedagogy
for special children: pedagogies for inclusion’ (with Ann Lewis – Open University
Press, 2004); ‘Dilemmas of difference, disability and inclusion: international per-
spectives’ (Routledge, 2008) and ‘Special Needs: a new look’ (with Mary Warnock –
Continuum Publishers, 2010).
Alison Patterson has taught in primary schools, where she was also a SENCO, and
for two years within a special school. She currently works for Nottinghamshire
County Council as a Specialist Teacher for the Early Years Inclusion Support Service
and is also employed as a visiting lecturer at Nottingham Trent University.

Sue Pearson is Senior Lecturer in the School of Education, . She
coordinates the MA(SEN) and the TDA funded Post Graduate Certificate in SEN
Coordination. Her recently completed PhD was about the continuing professional
development of SENCOs. She has undertaken a number of small-scale research
projects for NASEN.
Lorraine Petersen is the Chief Executive Officer (CEO) of NASEN. Prior to her
appointment, Lorraine held a number of teaching posts within mainstream schools
in Sandwell, West Midlands, including serving as head teacher of two very diverse
primary schools. Lorraine has many years’ experience of working with pupils with
special and additional needs within mainstream settings. In the last five years Lorraine
has worked on numerous projects with the DCSF, the QCA and the TDA. In June
2009 Lorraine was awarded the OBE for services to education.
Gill Richards works at Nottingham Trent University in the School of Education as
Director of Professional Development. Her teaching and research interests lie in
inclusive education, involving national projects on inclusion and studies of practice
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