This is the ultimate resource for SENCOs which provides knowledge, understanding and insight into your role as a strategic leader and how this needs to inform your daily practice and professional knowledge. This is an essential manual to help you in your role as a SENCO - especially if you are new to the role - and provides the ultimate resource that explicitly informs you what you must do to meet the national statutory requirements, as well as when and how you should implement and enhance them. The manual combines clarity, accessibility and the practical ideas to enable positive outcomes in your role. Additionally it provides knowledge, understanding and insight into your role as a strategic leader and how this needs to inform your daily practice and professional knowledge. As well as SEND the manual also covers inclusion and diversity as relates to school values and ethos, enabling you to see how your role is instrumental in determining inclusive whole school development. "This book is an essential manual for all SENCOs; highly readable, up-to-date and informative." Dr Geraldene Codina, Senior Lecturer, Institute of Education, University of Derby, UK "The SENCo Essential Manual is an invaluable resource for aspiring and newly appointed SENCos." Louise Hamilton, Senior Lecturer, Bath Spa University, UK "For the busy SENCO…a very welcome ‘one-stop’ guide to support the development of their own and their setting’s practice." Dr Simon Ellis, Senior Lecturer, Faculty of Education, Canterbury Christ Church University, UK

Informs SENCOs what they must do to meet the national statutory requirements, as well as when and how to implement and enhance them

This book equips SENCOs and aspiring SENCOs to engage in high level continuing professional development activity associated with studying for mandatory qualifications, and supports critical and innovative practice and career progression. Written by a multi-disciplinary team, it embraces sociological, medical and post-modern perspectives. It will be of interest to researchers and practitioners as it also critiques current theory, legislation, policy and research and how these can be transferred into settings. The book considers issues that SENCo's will experience both in their role and as part of this professional development, identifying the complexity of issues they have to consider and priorities in their role. A range of pedagogic and interactive features are used to support the development of study skills when working at postgraduate level such as: research and literature searching; knowledge building and skills development in SENCo; the ability to galvanise change in their context including difficult and respectful conversations about SEN provision and the development of leadership skills. This book is unique in its link between the academic and professional dimensions of the mandatory qualification - a bridge between engaging in CPD and practice of the SENCo role.

This comprehensive resource provides a range of perspectives on inclusion, giving Special Educational Needs Co-ordinators (SENCOs) the opportunity to consider the principles and practice that underpin their leadership role. Offering a blend of academic and professional knowledge, each chapter explores different aspects of the role of the SENCO and supports areas that will be considered as part of the National Award for SENCOs. A variety of essential topics are covered, from the importance of SEND provision and multi-disciplinary practice, to the role of the SENCO and leadership. Key features of this book include: Contributions by leaders of the National Award for Special Educational Needs Co-ordinators working with trainee SENCOs across the country A focus on encouraging SENCOs to think deeply about their own individual practice through engagement with cutting-edge research A flexible structure that can be read as a whole, or dipped in and out of as professional learning needs require This book provides an opportunity for readers to engage with a multiplicity of voices and approaches, allowing them to critically explore their role as leaders of SEND provision in schools. It is an invaluable resource both for students and those already within the role of Special Educational Needs Co-ordinator.

The Governance Handbook for SEND and Inclusion supports governors and trustees in developing effective strategic practice to ensure an inclusive culture in their schools. Building on the six principles of effective governance, it provides useful tips on achieving the right balance of support and challenge so that schools are enabled to meet the needs of learners with SEND (Special Educational Needs and/or Disabilities). Relevant for all governors and trustees across primary and secondary schools, multi-academy trusts and specialist settings, the book focuses on the role and expectations of governance in relation to SEND and inclusion. It includes: An introduction to SEND, inclusion and the six key features of effective governance Practical advice and guidance for SEND Governors and trustees on how to strategically monitor and review SEND provision A discussion of how the relationship between SENCOs, SEND Governors and Headteachers works in practice Advice on developing an inclusive culture in your school Sources of ongoing support and resources from professional organisations and websites. This book will be beneficial to all education professionals working at a strategic level, including governors and trustees, school leaders and SENCOs. It recognises the central role that governors and trustees play in setting the inclusive ethos of a school and suggests ways to ensure that strategic practice is as effective as possible.

The Chatterbugs Manual is a practical resource for all those supporting the development of the foundation communication skills of attention and listening, turn-taking and early vocabulary in children. The Chatterbugs programme has been designed to bridge the gap between education and specialist speech, language and communication provision, specifically with Early Years mainstream settings in mind. It enables school staff to prepare children—including those with delayed communication skills, EAL learners, or children with suspected special education needs—for learning in school by developing their communication skills through the use of robust communication strategies. The Chatterbugs Manual contains: An overview of the programme, including step-by-step instructions on how to plan and deliver a Chatterbugs session Guidance on identifying children likely to benefit from the programme Progress Tracking documents, along with information on measuring outcomes Child-friendly, illustrated session resources Frequently Asked Questions A parent-friendly information leaflet Information on models of implementation Information on accessing training and support Developed by an experienced speech and language therapist, Chatterbugs has consistently recorded successful outcomes for over 80% of participants since the programme’s inception in 2012, and for over 90% of participants since 2016. With its hands-on approach, the programme is an essential resource for educators, support staff, and speech and language therapists working with Early Years children.

This book offers a critical discussion on the necessity for 'difficult conversations' to take place in education, drawing on studies from across the UK. The editors and contributors address three key questions: - How can 'difficult conversations' be theorised? - What transformations in thinking and practice can occur through 'difficult conversations'? - What value do 'difficult conversations' have in enabling understanding and compassion between the diverse communities of today? The chapters cover a range of topics including supporting children with SEND, parent and carer engagement, childhood trauma, race, disability, the climate emergency, and the researcher's positionality. The contributors draw on the theoretical work of bell hooks, Linda Alcoff, Paulo Freire, Victor Turner, Homi Bhabha, Nel Nodings, Melanie Nind, Emile Bojesen, Gayatri Chakravorty Spivak, Mathew Lipman, and other contemporary theories. They argue against the prevailing deficit-based perspectives about marginalized communities and invite deep thinking about the nature of oppression experienced in many spheres of education and therefore in our society. Ultimately, the book advocates for the empowerment and agency of anyone facing social inequalities through engagement in 'difficult conversations' as a means of transformation and social change.