Introduction ✨If you or your your team is struggling to find the time or headspace to write a strong EHC needs assessment request, I can take it on for you. This service provides a fully written EHCNA application for one child, based on the information you supply. I can use your county’s paperwork so everything aligns with local expectations. Staff/parents can send information in whatever format is easiest — notes, documents or voicenotes or zoom interview. I’ll shape it into a clear, well-structured request that reflects need accurately and meets the SEND Code of Practice and the legal jargon required to move forward. So far I have successfully navigated 14 EHCNAs all with successful outcomes (eventually!).

The place to find my webinars & resources for SENCos, teachers and educationalists. If you need something else I also take requests!

Accurate and consistent identification of special educational needs is central to inclusive practice. Yet it’s also one of the areas that causes the most uncertainty for teachers and leaders. Schools are often different in how they decide which children they add to their SEND lists. This blog offers an overview to help colleagues understand how SEND identification in school, what evidence is needed, and how our ‘ordinarily available’ support framework and graduated response fit together.

A webinar to support with menopause and perimenopause. This resource will help you help yourself and provide information for your school.

Improve Pay and Conditions for Special Needs Coordinators (SENCos) - Enough is Enough!

AI will never replace the richness of human coaching, but it can widen access to structured reflection. That’s why I created TalkSavvy™ Coach, an evidence-informed reflection partner built on my C.R.A...

Student life is a time of discovery, growth, and preparation for the future. However, beneath these positive narratives lies the growing reality of academic burnout. According to a ResearchGate study, burnout is common among students in the UK. The rise of perfectionism in the education system is the main reason for 50% of the students surveyed showing signs of academic stress.

By Helen Murry Anxiety in children and young people is more common than many realise. It can show up in subtle ways, such as a reluctance to join group activities, frequent stomach aches before school, or sudden difficulty concentrating. For some students, these signs are temporary responses to new situations, but for others, anxiety becomes a persistent hurdle. According to the NHS England, over 20% of children aged from eight to 16 years had a mental health disorder.

Another ongoing SENCo issue is not having a say in key school decisions surrounding inclusion in our schools. Many SENCos report that they have either limited influence or no influence when it comes to inclusion within their school. As someone who has had experience of this issue in the past, I understand all to well how frustrating it is to have SEND slated in an OFSTED report, and fingers of blame pointed, even when my influence over key decisions within school were marginal at best.

It’s now September, and as we reflect back on the summer holiday period, many SENCOs are once again left questioning why the system continues to allow statutory deadlines to fall during times when schools are officially closed. The ‘back to school’ dreams had already begun before term started, because for many of us the work never stopped. If we are serious about tackling burnout and retaining experienced SENCOs, change is needed — and urgently.

Special Educational Needs Coordinators (SENCOs) carry statutory responsibilities under the Children and Families Act 2014 and the SEND Code of Practice. These include coordinating SEND provision, liaising with parents and external agencies, overseeing EHCPs, training staff, and ensuring legal compliance. Yet many SENCOs are paid inconsistently, sometimes underpaid (or not paid for the role at all), or given unsuitable allowances due to misconceptions.

In January 2020, the National SENCO Workload Survey Report (“The Time is Now: Addressing missed opportunities for special educational needs support and coordination in our schools”) drew attention to long‐standing issues in SEN provision: workload, insufficient time allocation, under‐resourcing, growing expectations, and the pressure to meet legal requirements under the SEND Code of Practice. Today, SENCos across my networks report that they are often not even receiving the basic release time outlined in this document, let alone any additional time for the increasing demands.

Starting Out as a Primary SENCO: Finding your first post, the first year and beyond serves as a guidebook for new and aspiring SENCOs and those early into

This article is a tribute to those professionals who, despite everything, still pour their energy and commitment into the job - sometimes to the detriment of

By Lisa Christopher Lisa has collated comments from research on social media platforms to form this helpful range of strategies to help SENCOs (and other school staff) navigate the workplace with ADHD. These strategies while useful for staff with ADHD, would also of course benefit everyone (Lynn has also added a couple of ideas). It's completely understandable to feel overwhelmed in the SENDCo role, especially when managing ADHD.

By Julian Rose I want to share the journey that led me from quietly trusting the financial systems behind children’s services to actively challenging them. It’s a story about what happens when public funding shrinks, private profit steps in, and vulnerable children fall through the cracks. More importantly, it’s about how that realisation sparked the creation of a new, fairer model for accessing therapeutic support for this and the next generation—one that puts children first, respects professionals, and removes the middlemen.

YouTube video by SEND in the experts with Georgina Durrant

By Dr Jon Morris In recent years, we’ve seen a growing trend of reducing culture to neat, one-word slogans to sum up school culture like learning culture, power culture, strong culture, or effective culture. We’ve even seen leadership consultants and school improvement experts offering silver-bullet solutions—the one thing supposedly missing from a school’s culture. While these phrases can serve a purpose in setting vision or focus, they can also dangerously oversimplify something incredibly complex.

By Anne Kyle I had the job many people aspire to. An executive leadership role in education, earning over £90,000 a year. A large regional reputation. A proven record of transforming vulnerable schools, leading large teams, and changing lives... ...and yet, I walked away. Not because I couldn’t do it. Not because I stopped caring. But because I shouldn’t have to do it under the conditions we’re expected to endure—and neither should you.

🌟 1:1 SENCO Coaching & Support – Tailored to You! 🌟 3 session for £120 (£15 discount) Are you feeling stuck, overwhelmed, or unsure where to start in your role as a SENCO? You’re not alone! Whether you're navigating staff relationships, parent partnerships, leadership challenges, or simply trying to keep up with the endless demands of the role, expert coaching can provide clarity, confidence, and direction. This product is for 3 hour sessions of coaching - Once purchased I will contact you to book.