She said earlier this year: “One of the really strong feels in Leeds was the stuff around vulnerable children from socio-economically difficult backgrounds, the whole stuff about [pupils who were] previously known to social care.<\/p>\n
\u201cThis is a whole school thing, it\u2019s not a SEND thing anymore.\u201d<\/p>\n
Kiran Gill, chief executive at charity The Difference, told Schools Week<\/em> how “listening campaigns” are key to “get under the hood” of pupils’ specific challenges.<\/p>\n It helps to understand “how their identities and needs are playing out in the context of the teaching and learning strategies and peer group. <\/span><\/p>\n “For instance, I remember one school we worked with looked at the data point of children leaving lessons. They realised looking at identify and need markers, that children with ADHD and autism were much more likely [to leave], and then on hearing their experiences, realised ‘cold calling’ was causing a lot of anxiety.<\/span><\/p>\n “An edit to practice saw those children given a discreet question from the teacher and return when they were ready,” she said, which @gave them the same learning as everyone else but without the anxiety”.<\/span><\/p>\n Meanwhile, extra administrative support in schools could help free up special educational needs co-ordinator\u2019s time so they can be more \u201cstrategic\u201d, the schools minister has said.<\/p>\n In its schools white paper reforms, the government hopes the school SENCO role will focus on \u201cstrategic leadership\u201d and developing \u201chigh quality practice\u201d, making it less administrative.<\/p>\n For instance, new digital processes and improving access to specialist support could reduce routine admin.<\/p>\n Georgia Gould, schools minister, told a webinar on the SEND reforms this week how SENCOs felt they needed to \u201cget their fighting gloves and go and fight for support for children\u201d.<\/p>\n \u201cBy building a system that hopefully gives more resource and agency to schools to respond to need, [it] reduces some of that bureaucracy and form filling that SENCOs have to do in all these different contexts,\u201d Gould said.<\/p>\n She added: \u201cThere\u2019s something about how we set out the responsibility for the whole school to support inclusion so it doesn\u2019t all just sit on the SENCO but it\u2019s something that everyone has a role in.<\/p>\n \u201cAs we hopefully put more resource in, some schools might choose to put some more administrative support in in order to free up the SENCO to take that coordinated strategic role.\u201d<\/p>\nAdmin support to free up SENCOs<\/strong><\/h2>\n
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MPs \u2018concerned\u2019 on report delay \u00a0<\/strong><\/h2>\n