NPQ for SENCO: Preparing to Practice Face-to-face event 1
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Session One Welcome, programme, check-in
Event programme Session
UK Time
Timings
Activity
Registration and refreshments
8:30 Session one
9:00
40 minutes
Welcome, introductions, programme orientation and learning review
Session two
9:40
60 minutes
What is an inclusive education?
Break
10:40
15 minutes
Session three
10.55
60 minutes
Roles and responsibilities for SEND
Session four
11.55
45 minutes
Implementation part one – planning introduction and task 1
12:40–13.25
45 minutes
Session four
13.25
20 minutes
Implementation part one – planning task 2
Session five
13:45
45 minutes
Implementation part two – presentation and reflection
Break
14.30
10 minutes
Session six
14.40
75 minutes
Session seven
15:55
25 minutes
Session eight
16:20
10 minutes
Lunch
16:30
Assess, plan, do review – the graduated approach Review online content outlines, including practice activities and formative assessment task choices, using leadership development record (LDR) Next steps Close
“When everyone is included, everyone wins.” - Jesse Jackson
Event aims and outcomes •
To introduce the NPQ for SENCO programme and consolidate initial programme orientation information
•
To gain an overview of the NPQ for SENCO DfE Framework
•
To gain knowledge and understanding in how we define inclusion and accessibility
•
To gain and develop knowledge and understanding of roles and responsibilities of the SENCO
•
To gain and develop knowledge and understanding of everyone’s roles and responsibilities for SEND in schools and other education settings
•
To gain knowledge and understanding about effective implementation in the context of leading and supporting SEND in education
•
To network with other SENCOs, aspiring SENCOs and leaders with an interest in SEND
Participant Welcome Pack
NPQ for SENCO programme (18 months)
Canvas Getting Started module
QR code for NPQ for SENCO Framework (DfE, 2023)
Programme engagement, compliance and assessment
Participant Welcome Pack Canvas Getting Started module
To pass the NPQ participants must engage with a minimum of 90% of the programme and pass a summative assessment task. All elements of the programmes are grouped into four engagement areas and have a % requirement designed to ensure participants meet and exceed the requirement. Leadership development record (LDRs)
90% minimum completion requirement
Face-to-face events
100% minimum attendance requirement
Online learning and coaching
90% minimum completion requirement
Formative assessment tasks
100% minimum completion requirement
NPQ delivery workforce roles
Participant Welcome Pack Canvas Getting Started module
• Participant to lead • Leadership performance coach (LPC) • Face-to-face event facilitators • Assessment team • NPQ participant support team
NPQ assessment insight
Participant Welcome Pack
SAT preparation
Canvas Getting Started module
• Formative assessment tasks (FATs) to inform progress and development direction to prepare and practice • Assessment tab on Canvas contains all guidance and information required (released near end of programme) SAT • Eight-day window at the end of the programme • Unseen case study • Participants write and submit written response to case study of 2,500 words max • To gain the qualification, the participants will need to: • engage with at least 90% of the programme’s elements • pass one summative assessment task (case study scenario)
Canvas Assessment tab
Participant Learning Journey so far
Participant Welcome Pack Canvas Getting Started module
You are here
The Five Principles of Deliberate Practice
Push Beyond One’s comfort zone
SEE IT – Get buy in and confirm key insight of specific context, outcomes and practice strategies.
Work toward well-defined
Specific Goals NAME IT – Probe and illustrate to target and make sense of participant need and context. Action experience.
Focus
intently on practice activities
USE IT – Apply in practice, implement learning in specific context.
Receive and respond to
High-quality feedback
REVIEW IT – Interpret and reconstruct, making sense of what was first seen. What has made the biggest difference to practice?
Resource 2 Resource 3
Develop a
Mental model of expertise
KEEP IT – Develop mental model and being able to articulate impact and shift in knowledge / understanding.
Creating a learning agreement “A culture of mutual trust and respect between colleagues fosters effective relationships and supportive professional environments.” – NPQ for SENCO framework content area Culture: Learn That statement 1.10 (DfE, 2023) • Challenge and push beyond comfort zones • Clarify learning goals and learning direction • Consider the implications for practice • Review and respond to feedback • Consolidate and embed knowledge • Work and learn together effectively 1. What do we need in place to ensure a professional learning environment is achieved? 2. Which behaviours and skills need to be applied for the environment to be sustained? 3. Which behaviours and skills are group members going to have to work on?
Resource 3
Session Two What is inclusive education?
Session statements Statutory Framework 2.3. All children are entitled to an appropriate education that should enable them to achieve their potential, become confident individuals living fulfilling lives, and make a successful transition into adulthood (SEND Code of Practice 2015). 2.4. Pupils have a conditional right to be educated within a mainstream setting, where this is the family’s wish (Children and Families Act 2014). 2.5. Pupils with specific needs may require additional arrangements and adjustments so that they can access national tests and examinations. Support senior leaders to ensure staff and governors enact statutory guidance, including by: 2.c Working with other leaders to ensure that all school policies and practices take account of the requirements of the Equality Act (2010) to make reasonable adjustments for disabled pupils.
DfE NPQ for SENCO Framework
Resource 2
What is an inclusive education? “[The] principle of inclusive pedagogy [addresses] the values, attitudes and approaches that ensure mainstream classrooms are geared towards supporting those who find learning difficult. Inclusive pedagogy is an approach to whole-class teaching that is accessible to all learners. It should enable learners to keep up, feel included, progress and be successful.” – Thompson and Walsh for Whole School SEND (2020: 34) “[Inclusive education is the] process of strengthening the capacity of the education system to reach out to all learners... The central message is simple: every learner matters and matters equally.” – UNESCO (2017: 7 and 13)
Resource 4
What does guidance say about inclusive education? “The UK Government is committed to inclusive education of disabled children and young people and the progressive removal of barriers to learning and participation in mainstream education. The Children and Families Act 2014 secures the general presumption in law of mainstream education in relation to decisions about where children and young people with SEN should be educated and the Equality Act 2010 provides protection from discrimination for disabled people.” - Department for Education and Department of Health (2015) Special educational needs and disability code of practice: 0 to 25 years
“Inclusive education means: • A fundamental right to education • A principle that values students’ wellbeing, dignity, autonomy, and contribution to society • A continuing process to eliminate barriers to education and promote reform in the culture, policy, and practice in schools to include all students.” – Committee on the Rights of Persons with Disabilities (UN, 2016)
Resource 5
Task
In your groups of 4: • • • •
Summarise the guidance that you have been allocated. Identify the main points and messages. What are the potential challenges for practice? What are the similarities and differences with the evidence you looked at in the previous task?
Resource 5
What does inclusive education lookResource 6 like in your setting? “International research has identified four overlapping dimensions as keys to establishing inclusive and equitable education systems.” – UNESCO (2017) Use Resource 6, which takes two of these dimensions: policy statements and practice. Individually RAG rate current practice in your setting with an example and identify actions to develop the statement. 10 minutes In pairs, discuss the outcomes from the audit. 10 minutes
Key learning points •
• • •
Resource 12
An effective SENCO works alongside other leaders to build a school culture in which pupils with SEND can participate meaningfully in the full life of the school, achieve ambitious outcomes and make successful transitions to their next steps. In developing and sustaining an inclusive environment, the SENCO needs to work with other leaders to embed reflective practice, whereby the enablers to full pupil participation are proactively identified and implemented on an ongoing basis. (NPQ for SENCO framework 2023) Inclusive education is an integral part of statutory guidance and is reflected in other organisations’ practice and philosophy. The entitlement to an appropriate education should be at the centre of a school’s provision planning. Policy and practices should promote inclusive practice and take account of statutory guidance.
Break
Session Three Roles and responsibilities
Session statements
DfE NPQ for SENCO Framework
Resource 2
Statutory Framework 2.12. The SENCO has day-to-day responsibility for the operation of SEND policy and coordination of specific provision made to support individual pupils with SEND, including those who have EHCPs (SEND Code of Practice 2015). 2.13. The SENCO should work with the head teacher and governing body or proprietor in order for the school to contribute to statutory SEND activity within the local area (SEND Code of Practice 2015). Work together with other leaders to assist the school in meeting its statutory duties toward families of pupils identified with SEND, including by: 2.g Establishing and maintaining processes so that families experience high quality communication and meaningful co-production. 2.h Informing the family when making special educational provision for a pupil, and agreeing with them what information is shared if a pupil moves to a new setting.
SEN in schools – the context
ThePhoto by PhotoAuthor is licensed under CCYYSA.
Special educational needs in England, Academic year 2024/25 - Explore education statistics - GOV.UK (explore-education-statistics.service.gov.uk)
What is my role as SENCO in leading inclusive education? “1.24 ... Schools and colleges must use their best endeavours to ensure that such provision is made for those who need it. Special educational provision is underpinned by high quality teaching and is compromised by anything less.” – SEND Code of Practice (2015) “SEND should be an instinctive consideration for all stakeholders... Schools should have an inclusive vision and strategy as SEND should be everyone’s responsibility and every leader should understand they have a role in relation to SEND.” – National Governance Association (2024)
What is my role as SENCO in leading inclusive education?
Resource 7
“Every school leader is a leader of SEND” – EEF (accessed 2024)
How do we communicate effectively with families?
The SEND Code of Practice (2015) is clear that pupils and families must be actively involved in the assessment and decision-making process for pupils with SEND at all stages. Schools must make sure that: 'Information gathering should include an early discussion with the pupil and their parents. These early discussions with parents should be structured in such a way that they develop a good understanding of the pupil’s areas of strength and difficulty, the parents’ concerns, the agreed outcomes sought for the child and the next steps.' para 6.39
'Where a pupil is receiving SEN support, schools should talk to parents regularly to set clear outcomes and review progress towards them, discuss the activities and support that will help achieve them, and identify the responsibilities of the parent, the pupil and the school. Schools should meet parents at least three times each year.' para 6.65 'These discussions can build confidence in the actions being taken by the school, but they can also strengthen the impact of SEN support by increasing parental engagement in the approaches and teaching strategies that are being used. Finally, they can provide essential information on the impact of SEN support outside school and any changes in the pupil’s needs.' para 6.66
Resource 8 How do we communicate effectively with families?
“We know that parental engagement can be a highly supportive strategy to enhance learning: evidence... suggests that effective parental engagement can lead to learning gains of three months over the course of a year. However, it can be difficult to involve all parents in ways that support children’s learning. The EEF guidance report, Working with Parents to Support Children’s Learning, has four key recommendations for schools: 1. Critically review how you work with parents. 2. Provide practical strategies to support learning at home. 3. Tailor school communications to encourage positive dialogue about learning. 4. Offer more sustained and intensive support where needed.” Special educational needs in mainstream schools: Effective parental engagement for pupils with SEND EEF, 2021
Key learning points • •
•
Resource 12
Schools and colleges must use their best endeavours to ensure such provision is made for those who need it. SEND Code of Practice (2015) The SENCo has a strategic role in the development of SEN policy and provision and an operational role with responsibility for the day-to-day operation of SEN policy and co-ordination of provision made to support individual pupils with SEN. (adapted from paragraphs 6.87 and 6.88 of SEND Code of Practice 2015) Processes to communicate with parents should be established which are of a high quality, and provide clarity and meaningful co-production.
Session Four Implementation – Priority planning
Session statements
DfE NPQ for SENCO Framework
Resource 2
Implementation 8.1. Implementation is an ongoing process that must adapt to context over time, rather than a single event. It involves the application of specific implementation activities and principles over an extended period (e.g. implementation planning, ongoing monitoring). 8.6. Implementing an approach with fidelity (i.e. as intended) increases the chance of it impacting positively on school practices and pupil outcomes. Any approach should specify which features of the approach need to be adopted closely and where there is scope for adaptation. Make the right choices on what to implement, including by: 8.g Adopting new approaches based on evidence of what has (and has not) worked before, using both internal and external evidence (e.g. pupil outcome data and research-based guidance). 8.h Ensuring it is suitable for the school context, recognising the parameters within which the change will operate (e.g. school policies) and where the school is in its development trajectory (e.g. addressing any significant behaviour problems would be an immediate priority). Prepare appropriately for the changes to come, including by: 8.l Developing a clear, logical and well specified implementation plan, and using this plan to build collective understanding and ownership of the approach.
Resource 3
Implementation recommendations Resource 9
Implementation cycle (EEF, 2024)
Resource 9
Resource 9
EEF implementation planning
Task – implementation ‘explore’ phase In pairs
Discuss your SEN information report and/or your school evaluation and development plans relating to SEND with your partner. Using the resource on slide 31 (and Resource 9) answer the questions: • What’s the problem, and what’s already going on? • What does evidence, including research evidence, suggest and how does it relate to the setting? • What are the barriers and enablers to change in the setting? • How challenging is the approach to implement? Divide your time equally to enable a collaborative discussion to take place to assess the information for each setting.
Own setting SEN Information Report
Resource 9
Task – implementation ‘prepare’ phase Having assessed the current provision for SEN in both settings, answer the following questions for each setting. •
How will we conduct implementation planning collaboratively so that it unites understanding?
•
What will we need to do to ensure that there is a shared understanding of why the change is taking place, what it entails and how it will be implemented?
•
What are the tailored package of strategies that we have selected to implement the approach and address any implementation barriers?
•
What do we need to do to identify and empower a range of people across the school to support the changes?
•
What systems and structures need to be in place to enable effective implementation? Adapted from EEF 2024 A School’s Guide to Implementation – Master checklist
Resource 9
Session Five Implementation – Priority planning presentation
Implementation presentations Each pair to present their responses to the implementation ‘explore’ and ‘prepare’ phase questions to another pair. The pair listening should evaluate the clarity with which they have assessed the information in the ‘explore’ phase and the ways in which they are communicating with stakeholders. 8 minutes presentation 4 minutes questions
Resource 2 Resource 3 Resource 9
Reflection In small groups Reflect on the learning from the task. • What have you learned? • How does implementation connect with the previous sessions today? • How can effective implementation contribute to establishing and sustaining a positive and supportive culture? • What will you do in your own setting as a result?
Key learning points
Resource 12
•
A key element of the (SENCO) role is to influence whole-school teaching, curriculum and behaviour policy and practices that ensure all pupils are prepared for their next step in education or adulthood. (NPQ for SENCO framework 2023)
•
The SENCO must also be able to allocate resources strategically, monitor the impact of provision, critically evaluate evidence and advise colleagues. (NPQ for SENCO framework 2023)
•
There are four stages to implementation: explore, prepare, deliver, sustain.
•
Implementation is a structured, ongoing process that must adapt to context over time.
•
Having a clear and well-specified plan will contribute to collective understanding and ownership of an inclusive environment and positive culture.
Break
Session Six Assess, plan, do, review – the graduated approach
Session statements
DfE NPQ for SENCO Framework
Resource 2
Statutory Framework Support senior leaders to ensure staff and governors enact statutory guidance, including by: 2.e Monitoring implementation of SEND provision in the form of the graduated approach: a four-part cycle (assess, plan, do, review).
The graduated approach
Task – the graduated approach In your groups, discuss the questions from the perspective of a SENCO: • From each of your settings’ perspective, what activities would you be doing in each of the stages? • Who would you involve and when? Consider parents, pupils and other staff, and external agencies. • How would you support senior leaders to monitor SEND provision and ensure staff enact the graduated approach effectively? • How would you ensure governors or trustees understand how SEND provision is implemented and monitored in your setting? 10 minutes
Task – the graduated approach Use the SEND Code of Practice content about the graduated approach from Resource 10 which is most applicable to your setting. Compare what you had agreed upon for each stage and what the graduated approach says. Make additional notes on your paper. What are the implications for practice? 10 minutes
Resource 10
Case studies
Resource 11
Using the case study you have been allocated, use the graduated approach to: •
Assess – analyse the pupil’s strengths, needs and barriers to learning
•
Plan – agree the support and intervention to be provided to meet the desired outcomes identified for the pupil and how you will monitor the impact
•
Do – how will the support and intervention be implemented and by whom? What are the whole school implications?
•
Review – agree what information will be reviewed by who to evaluate the effectiveness of the support
Use the graduated approach which is most appropriate and reference each of the paragraphs in the sections to make sure you are covering all aspects. Focus primarily on the ‘assess’ and ‘plan’ sections. You may identify where more information may be needed to be able to complete all sections fully and what, as SENCo, you would need to do. 20 minutes
Case studies presentations Present to another group your graduated approach plans. The other group will act as senior leaders of the school the pupil attends. Presentations will need to include: • A short summary of the case study pupil • An assessment of the pupil’s strengths, needs and barriers to learning • What the support and intervention to be provided is to meet the desired outcomes for the pupil • How these will be implemented and what the implications are for you, as SENCO, looking at whole school needs, including training • What information you will use to review the effectiveness of the support and who will be involved 7 minutes presentation 3 minutes questions
Resource 11
Key learning points •
• • • •
Resource 12
The key responsibilities of the SENCO may include: - co-ordinating provision for children with SEN - advising on the graduated approach to providing SEN support (SEND Code of Practice 2015 para 6.90) The graduated approach is a four-part cycle (assess, plan, do, review). The graduated approach is implemented for an individual pupil. Understand that monitoring is at an individual pupil provision level and whole school strategic level. Understand that the SENCO has a key role in supporting senior leaders and governors in monitoring implementation and impact of SEN provision. This includes the graduated approach. (SEND Code of Practice 2015 Chapter 6)
Session Seven Review of learning, pathway for online study, practice activities and formative assessment tasks
Learning review and preview Individually reflect on your Cycle One learning during this event before planning your learning pathway for the remainder of Cycle One. 10 minutes • Familiarise yourself with the following resources in your participant resource pack:
Your LDR Resource 2 Resource 3 Resources 13, 14, 15
Resource 13 – online self-study summary • Resource 14 – practice activities • Resource 15 – formative assessment tasks •
• •
Complete Cycle One section 2 of your leadership development record (LDR) Choose 2 out of 6 practice activities and one out of three formative assessment tasks (FATs) to support your development 52
Peer coaching conversation In pairs (5 minutes each) have a coaching conversation about your proposed pathway. Outline your rationale for choosing the module units to be studied, practice activity and formative assessment task. Partner to challenge rationale, seek clarification and support confirmation and/or realignment of study and practice pathway targets.
Session Eight
Next steps
Gradebook check
Canvas ‘Grades’
1. Log in to Canvas 2. Go to ‘Grades’ and select ‘Assignment Group’ 3. Check that you have completed the tasks at the top of the gradebook (tick or 1 in score column) 4. Scroll down until you reach today’s date and check that all tasks to that point have a tick or 1 next to them
Canvas \ Log in \ Grades \ Assignment Group
5. If there are any incomplete/missing, make a note of them and prioritise for completion after the event
Evaluation
Evaluation email with link
Next steps You are here
• Complete the Cycle One online study: Preparing to Practice • Complete and submit two (of six) Cycle One practice activities • Contribute to the online learning reflection group discussion • Complete and upload one (of three) Cycle One formative assessment task • Attend Cycle One group coaching session • Complete and submit LDR • Attend additional expertled talks All dates for tasks are outlined on Canvas.
Expert-led talks To enhance your NPQ journey and personal progress, we are offering expert-led talks that you will have the opportunity to attend. Our Expert Talks are live online webinars featuring expert speakers from the education sector and beyond. By attending, you can widen your scope of the ‘learn that’ and ‘learn how to’ statements while also collaborating with peers. During these webinars, you will not only hear from our expert speakers, but you will also be able to ask questions and listen to colleagues from all over the UK and internationally. You can access your Expert Talk webinars through your participant dashboard, where you will see the date and time along with the link needed to access the webinar. To further enhance this experience, following the webinar you will participate in a group discussion within Canvas where you will be provided with questions for you and your online group to debate, and share thoughts, experiences and impact.
Contact details for questions • First point of contact: Leadership performance coach • Other queries: NPQ participant support team
npq@bestpracticenet.co.uk 01179 209 200
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