#senco5aday, People

Empathy, does it matter?

By Anita Devi with guest blogger Ginny Bootman

Empathy is a desirable value, attribute, and skill.  Yes, it is all three, but what does empathy really mean? In this blog, writing alongside Ginny, we unravel the essence of empathy – what it is, why we need it, how to embrace our empathetic nature and what can block us being empathetic.

Ginny’s strapline is “Follow the Empathy Road”.  She advocates, empathy is a choice.  I agree, but permit me to take it a step further:

Imagine you are standing at a point in the road, where the path divides.  One road is called ‘With Others Highway’ and the alternative is named ‘On My Own Road’.  Which do you choose?  I know my choice.  As the African proverbs says, “if you want to go fast, go alone but if you want to go far, go together’. So, are you a sprinter or marathon runner? The point of these metaphors is to conjure up a picture in your mind – empathy is fundamentally about choosing “togetherness”.  That is the root of it, as well as it’s sustenance.  Togetherness in the good times and the tough and rough.  Empathy is not just about feeling another’s pain.  It is also about sharing their joy!  Can you celebrate the successes of others?  For me, that is the beauty of empathy – it is all about ‘doing life together’.

So, does empathy matter?  This is what Ginny says,

“Empathy matters more than ever in our lives right now. We are living in a world of disconnection brought about by many factors including a pandemic that has physically and emotionally separated us, for over a year. The age of technology can be used for good, but it is also driving us to seeing each other masked on screens or communicating solely via devices and apps. This can even be with individuals who live in the same household! A friend of mine often communicates with her children via Alexa from one room to another. If we are in the same room, faces are often obscured by screens and emotions are lost through the back of a phone.”

Why have empathy in our lives?

In relation to empathy, Ginny talks about the cycle of ECTA.  For me, this is the cycle of being who you are meant to be and doing what you were destined to do.  Empathy liberates the potential.

Cycle of ECTA (G. Bootman, 2021)

“One barrier” Ginny continues, “to showing empathy is that individuals can see it as having to open themselves up and show vulnerability.  This vulnerability is actually a sign of strength.” I agree, it is in our weakness, togetherness becomes a strength.

 ‘Individuals who empathize with others also help themselves: attracting friends more easily, experiencing greater happiness and suffering less depression than their less empathetic peers.’ – Jamil Jakil ‘The War of Kindness’ (2019)

How to embrace our empathetic nature?

There are three core intentional processes of empathy:

Three intentional processes of empathy (A. Devi, 2021)

The very first company I started (post university), we had a motto “To know, to care, to grow”.  If we knew our client and partners, the quality of our service would be rooted in ‘care’.  In effect our actions would lead to growth for us and our clients.  It is hardly surprising that all our projects were community-based and led to community cohesion in a specific geographical area. 

Using our senses to see, hear and feel is vital.  The day-to-day noise of life can cloud this out.  What if we took a moment to ‘Pause for a cause’?  During the recent national week of mourning, we made an intentional decision at #TeamADL to go radio silent on social media.  We had several projects pending, but we also knew this was moment for the nation to grieve and heal.  We would play our part.  Throughout the week, we watched, we listened, and we did life from a different perspective.  It was empowering, to say the least.  Head engagement is about wisdom.  It’s pulling together information from our senses and forming an understanding based on ‘what is’ not ‘what we think is’.  I would add at this point, knowing and accepting does not always mean agreement.  I can see what drug dealers or human traffickers do; I can hear their rationale.  I can know their background and accept their choices, but it does not mean I agree. Admittedly these are extreme examples. However, in the day to day, I can empathise without agreeing.  It goes back to Ginny’s ECTA cycle.  In hearing the voice of others, I have to remain authentic to myself too!

There are many more questions we could ask here.  For example:

  • Is empathy an inborn trait or learnt skill?
  • Can empathy be taught or learnt?
  • What makes some people better at ‘expressing’ empathy than others?

You may have questions of your own.  Leaning on the work of Jakil (2019), Ginny talks about modelling and mirroring.  The mirror neurons in our brain have the capacity to mimic emotions we see around us.

A personal story from Ginny:  on one occasion, I came into class feeling under the weather. One pupil read my body language and said to my teaching assistant. ‘I really think we need to get Mrs Bootman a cup of tea, she seems a bit down.’ This comment of heightened awareness from a child who two years prior showed no personal empathy to anyone was a light-bulb moment. I like to think the empathy he received from me; the consistent modelling, he internalised and was able to mirror it back to me. It was a real defining moment for me and showed how modelling and mirroring is critical to widening the empathy circle. That is how the connection in ECTA starts.  This connection is discovered through personal connection of commonality.

I agree with Ginny.  But I would also assert ‘commonality of connection’ is not always about liking the same thing.  Sometimes it is.  Other times, it is about the process of finding a bigger purpose during a time of conflict or crisis. I have taught children, who have not always got on with me to start with.  Miss Devi is quirky!  We accept the difference and over time we unite over something that is bigger than the issues that divide us. If empathy was just about common likes to form connection, then we would end up being fulltime people pleasers, with affiliation bias and completely disoriented by social media!  A more concrete example:  the red and blue street gangs in New York.  There are ample case studies in research to show how conflicting gangs came together through a common cause.  As South Africa emerged out of the chains of apartheid, it was a rugby game that brought connection.  Winning mattered to all, regardless of colour.  So, empathy is not about agreeing, but accepting togetherness, in difference.  I believe, each one of us was created uniquely for a purpose. This framework gives me a basis to accept who I am, who others are and the diversity between us is then empowering for a greater good.

Both Ginny and I agree, this works equally well with colleagues and in teams.   How can we expect staff to empathise with learners, if they are not on the receiving end of empathy from leaders? Team empathy is the cornerstone of effective leadership.  Maybe that’s a blog for another time !?!

Before we bring this dialogue to a close, we wanted to take a few minutes to explore the barriers to empathy:

Ginny: Interestingly Jakil (2019) also states ‘We have more reasons to avoid empathy than ever.’ We can bring this back to our need to survive and protect our family. Individuals may revert to this idea of protecting themselves before protecting others. In the current world we live in this is perhaps more pertinent than ever.  He also states that ‘when people feel like someone else’s pain will overwhelm them, the steer clear.’ I have seen this happen. It is as if to say, if I help someone I will be saddled with their problems. 

Anita:  Empathy is an on-going choice. Back to my dividing paths at the beginning of this blog.  There is an initial choice: on my own vs togetherness.  But here is the thing about togetherness – you have to keep choosing it!  Difficult times or moments of joy – they are SO much better, when we do it together.  However, for some – difficult times, they go into tortoise mode.  Back into a shell believing we can only show ourselves when we are perfect or strong.  Moments of joy for another, takes a big heart and choosing not to compare or feel jealous.  For me, empathy is daily choice when I walk up in the morning and a reflection at night – how well did I do and what can I learn from my mistakes today?  Sleep, for me is a pitstop on the ‘With Others Highway’.

In closing, both Ginny and I extend a hand of friendship and togetherness to you all.  We are here in the tough times and in moments of joy!  Speaking of joy, do look at the #TeamADL SEND Leaders’ Appreciation Day 2021 and celebrate someone you know!  Nominations close on 1st June 2021.

About Ginny Bootman

Ginny is a SENCO of 2 Primary Schools in Northamptonshire. She has been teaching longer than she hasn’t and has been class teacher as well as a Head Teacher during this time.  She loves to talk about ways to promote empathy in the school community. You can find her on Twitter @sencogirl and at www.ginnybootman.com

About Anita Devi

As a former SENCO, Senior Leader, School Improvement Advisor, local authority SEND Advisory Teacher and Healthwatch Trustee, Anita Devi carries a wealth of experience in developing Leaders of Learning.  Her own teaching career spans early years to post grad in the UK and overseas and Anita lives her why through her belief in the joy of learning and the power of purpose.  In 2017, Anita was awarded the prestigious international Influential Educational Leaders Award for her SEND Leadership Pipeline strategy developing professionals from initial teacher training to advanced and experienced SENCOs.  Currently a PT PhD student, ChangeMaker Education Consultant & Founding CEO of #TeamADL (a not-for-profit) In 2019, the team were selected as finalists for The Disability Awards alongside some top multinational companies. More recently, working with NASBTT, Anita has written the first SEND book for Early Career Teachers.  #TeamADL have also launched in 2020 SEND Leaders Connect Advanced and SEND Leaders’ Appreciation Day. 

#TeamADL You know, we know SEND Leadership – subscribe to our blog and follow us on social media to keep up to date www.teamadl.uk

#senco5aday, People, Place, Purpose

Three questions for SENCOs to navigate the term ahead

By Jenny Bowers

Last month, the focus was on packing your suitcase.  That is great if you know where you are going.  This blog is all about direction of travel for the summer term in terms of balancing SENCO workload and wellbeing.  Having a map (or planning out of your term) is vital. However, over the last 12 months it feels like we have been given only parts of a map, or a map that has been in production as we have had to follow it. This has been draining and frustrating at times.

In the summer term ahead, it is important that we have / start to design a map we can follow.  A map that we, our learners, families, and staff get to the destination safely and that we are confident that we went the best way we could. To do this let us just have three key questions:

  • Does your map have a key that you understand?
  • Are there mountains and rivers you need to go over or through?
  • Can you imagine or foresee any interesting places to visit on the journey?

I have spent some time thinking about these questions.  I considered the implications for SENCOs, how this can be applied, and I have linked it to the #Senco5ADay framework.  The Foresight Mental Capital and Wellbeing Project (2008) study highlight 5 core components needed to support wellbeing.  A decade later, Anita Devi regrouped these to define the #Senco5ADay framework (2018), based on the principles of purpose, place and people. This restructuring was and is part of a bigger project called the SEND Leadership Pipeline, which is all about equipping colleagues from initial teacher training to advanced SENCO.  The wider project has been acknowledged internationally and today I want to use the three constructs alongside my map metaphor.  Here’s the key the charted journey of my thinking:

#Senco5ADay Framework (Devi, A 2018)
Metaphor QuestionsWhat does this mean for a SENCO?ApplicationSenco5ADay
Does your map have a key that you understand?Do you have clarity and understanding of what you have to do and how you are going to do it? Is there agreement from leaders and governors that this is the way to go? Which segments may be redrawn for this term- which elements can wait for next year?Be clear about what reviews, reports, assessments and provision needs to be completed/in place over the next term and what can wait or be sketched out now to be fulfilled later. Make sure that there is understanding and agreement from all involved and a clarity around the work to be done by the school collectively and by key individuals and what deadlines there are. Don’t forget the ‘big’ transition from key stages, as well as the annual transition from year to yearPurpose
Are there mountains and rivers you need to go over or through?Have a look at the diary or your plan, are there weeks where lots of things need doing at the same time? Do you have deadlines that clash, or where your SEND role overlaps significantly with deadlines from other roles? Are there deadlines and SEN work heavy periods that have implications for teachers and support staff?You need to find a way to even out deadlines and workload heavy periods; look at prioritising, maneuvering, delegating, and rescheduling. Work with other leaders in school where there is overlap and pre-warn staff if it is unavoidable. This is about finding a bridge, some Sherpa’s or a cable car!  
NB: You (and the staff around you) will need stamina, and crossing mountains and rivers take a lot out of a person, make sure that if they must be crossed, they are followed, wherever possible, by a nice easy grassy path afterwards – metaphorically speaking, of course!
Place and people
Can you imagine or foresee any interesting places to visit on the journey?As well as the reviews, the reports, the plans for next year and all the transition activities, make sure there is something in this term for YOU! Something that you love to do.This event (or two or three) could be CPD or a day of celebration with children/families/your staff.Make sure you have these things planned and that you are fully present for them. Staff, learners and families will remember you being there, as will you and that matters.Purpose, people and place
Use the metaphor questions and application to design your map.

Replenishment for the journey … a top tip from Anita Devi

“As SENCOs we can often focus on what still needs doing, rather than capturing moments of celebration.  A secondary SENCO shared with me recently, how she has a ‘Box of niceness’.  Every time she receives positive feedback or a thank you.  It goes in her box.  On days, when she is trudging through the mud zone in her map, out comes the box and it nourishes her.  Others, including myself, keep a folder in our Inbox.  What positive well being snacks will you have on the journey?”

Using the Map with a kind nod to E H Shephard and AA Milne

Winnie the Pooh said: ‘Always watch where you are going. Otherwise, you may step on a piece of the Forest that was left out by mistake’.

A few final thoughts … as you plot out your best routes:

  • Don’t forget your suitcase (see the March blog!)!
  • Make sure there are places to rest and rejuvenate along the way. (This also means make the most of your time outside of work) The summer term must be a marathon and not a sprint! Maintaining stamina is important, we do not want you stumbling and falling into the destination (the summer holidays!)
  • If your journey takes you to another location, or to another role, remember what you have achieved on this section of your journey, and please leave the map and a list of good suitcase items for the person that takes up the mantle.

Have a fabulous summer term, and please let us know what the best bits of the journey are, and what stumbling blocks there are so that we can help with them in the future!

To steer effective supervision and other aspects of leadership, you can find a few FREE tools here.

Also SEND Leaders’ Appreciation Day 2021 #SLAD2021 is happening on 1st July 2021.  Be sure to share this link with others … we want to celebrate the good work you are doing!

About Jenny Bowers:

Jenny is passionate about empowering educators to excel. She believes that a culture built on ensuring excellent wellbeing, where coaching and supervision is an entitlement for staff, enabling them to work to the very best of their abilities. This means they will have a good work life balance and good mental and physical health. Jenny is very focussed on her purpose and from the tender age of 3, she knew she wanted to work in education. After, pursuing a degree that had a year at university in the USA and a gap year to experience work in other sectors, this became a reality, with Jenny training as a 3–11-year-old specialist. Jenny has taught in different areas in England and in addition to teaching has been DSL, SENCO, deputy head and headteacher. In all these roles, staff wellbeing as been at the heart of Jenny’s approach. She continues to serve in this area through coaching and supervision. You can engage with jenny via Twitter @jennypurplemoon (ask her about the moon image … it is quite a story!)

#TeamADL is a non-for-profit multi-agency team of specialists, committed to developing people, growing organisations and strengthening localities. Find out more at www.teamadl.uk

#senco5aday, People

A new journey begins …

By Jenny Bowers

Those of you familiar with the developments of SENCO wellbeing #senco5aday will recall how #TeamADL have distilled the 5 components of the Foresight (2008) study into three elements: People, Place & Purpose.  In exploring ‘people’ as part of the ‘Return to School’ post COVID19, we invited Jenny Bowers to share her thoughts on ‘packing your suitcase’. Enjoy!

March 8, 2021 heralds a new season in education and a new part of the COVID journey. We need to be ready and prepared as we can be for the return of all students to schools and settings. It may have been a while since you packed your SENCO suitcase, so what do you need to do?  In this blog, I use the ‘packing your suitcase’ metaphor to help SENCOs think about how they prepare and invest in their wellbeing at the same time.  It’s all about when, what and the how to pack.

When to pack?

I have always been a day before packer, (although I have a couple of reliable lists of ‘to pack’, one for a generic holiday and one for the more specialised festival camping bag).  A friend packs over a week in advance, popping things in as she thinks of them. Two different methods, same outcome; a packed suitcase prepared and ready to go before we leave.  What is your preferred time for packing?

As a last-minute packer, I’m often left thinking:

  • Is it the right type of suitcase?
  • Can I carry it?
  • Is it bursting at the seams or the zips straining under the pressure?
  • Is it reliable or will it break as it is thrown into the back of the car?
  • Are there things trailing out of it?
  • Can I get to the bits that I need first without difficulty? (A side pocket for my ID and ticket? A secure place for my phone and purse?)

This may sound a bit doom and gloom.  It is certainly not about being a worrier.  Just making time and space to think through the process, recognise our strengths, but also areas where we need support from our team.  I was chatting this through with Anita Devi, and here is what she said,

Returning on 8th March 2021 after lockdown 3 – this needs to be seen and presented to staff, students and parents alike as a key milestone, in the academic year journey. It is a milestone to reconnect, reset and start over. There will obviously be some residue issues from lockdown and some learners with clinically vulnerable needs may still need to be educated from home. However, we need to view this date as an opportunity to re-establish healthy boundaries of working. SENCOs are often too quick to take on additional tasks and/or create extra (and sometimes unnecessary) work. Here is my top tip: map out the trajectory for the next 6 months. What needs to be done and who from your wider SEND team (i.e., the whole school / institution) can do it? One final thought … education and leadership are both like a journey. The suitcase metaphor Jenny uses provides us with a good foundation to plan, pack and be prepared for the next stage of our travels. Onward!”

So back to my questions to think about.

What to pack?

How to pack?

Finally, have I got my itinerary? This is important! You need to make sure you do everything you want to do, but not cram it all in so you have no time to relax, or to reflect on what you have seen/done. Maybe some things are better left for next time?

Two tools that can help you prioritise the day-to-day stuff:

(1) Urgent / non-urgent matrix

When facing a list of to-dos, it helps to sift and sort using established criteria.  The matrix below looks at urgent and importance.  You may have your own criteria.

(2) The 1, 3, 5 list

This is great for organising what you will need to get through day one productively. You cannot do everything at once.  Using this model, you can build for day 2 or 3 and so on.

Thinking about the rest of the half term and the bigger strategic picture:  in the first half term have you scheduled in a meeting with your SEN governor and your line manager? This will help to check if everyone is on the same page and working towards the same goals. A coaching or supervision session booked in within the first 4-6 weeks, can also be supportive. I will be returning to these subjects in my next blog for #senco5aday, later this month.

A few final thoughts … as you start to pack:

  • Do not pack too soon, as you may end up taking something out to use and then forget to put it back in (yes, my friend did this).
  • Do not pack too last minute as you may well forget something important and end up having to deal with some stress (yes, that is how my list was born!)
  • If you are not sure what to pack, ask a colleague, connect, and collaborate with fellow SENCOs.

Most importantly, if the suitcase does burst open, do not panic, reach out and get support in putting it all back together again, maybe in a different case or a different way!

Do let us know, how your first day / week goes!

About Jenny Bowers:

Jenny is passionate about empowering educators to excel. She believes that a culture built on ensuring excellent wellbeing, where coaching and supervision is an entitlement for staff, enabling them to work to the very best of their abilities. This means they will have a good work life balance and good mental and physical health. Jenny is very focussed on her purpose and from the tender age of 3, she knew she wanted to work in education. After, pursuing a degree that had a year at university in the USA and a gap year to experience work in other sectors, this became a reality, with Jenny training as a 3-11 year old specialist. Jenny has taught in different areas in England and in addition to teaching has been DSL, SENCO, deputy head and headteacher. In all these roles, staff wellbeing as been at the heart of Jenny’s approach. She continues to serve in this area through coaching and supervision. You can engage with jenny via Twitter @jennypurplemoon (ask her about the moon image … it is quite a story!)

#TeamADL is a non-for-profit multi-agency team of specialists, committed to developing people, growing organisations and strengthening localities. Find out more at www.teamadl.uk

#senco5aday, People

Time well spent

by David Gumbrell (Guest Blogger)

Those of you familiar with the developments of SENCO wellbeing #senco5aday will recall how #TeamADL have distilled the 5 components of the Foresight (2008) study into three elements: People, Place & Purpose.  In exploring ‘people’ this term, we invited David Gumbrell to share his thoughts on communication. Enjoy!

Whether it be semaphore, pigeon post or coded messages sent between Enigma machines, we humans need to connect, we need to share, we need to communicate with each other. Resilience is not about rugged individualism; we are hardwired to connect to others. I guess that is why solitary confinement is often perceived as a punishment? The question therefore remains – how do we convey what we want to others in the most effective and, in the time-pressed world in which we live, in the most efficient way possible?

Resilience is not about rugged individualism; we are hardwired to connect to others

Do you remember back at school when you made the tin-can telephone – connecting them with string? The connecting cord needed to be tight, I recall, but you most likely just heard the person saying ‘hello’ regardless of the primitive connecting device. However, the principle of the tight cord is crucial – it is the most likely way that the sound can travel. So, maybe there is something to be learnt from that?

Modern communication is much more complex. More than ever we are communicating with each other in limited word counts in the Twittersphere, supported with a GIFF, or emoji to convey further meaning. The email is batted back to the sender with a cursory glance of the content of the message sent – keen just to get it out of our Inbox – after all, you have 20 others to bat back too. This brevity and speed is also potentially our downfall.

Most of us struggle with limited word counts to distil the crucial elements of what we want to tell others; emojis are so limiting in their ability to display the gamut of emotions that our face conveys to other people when we are genuinely connecting. With time pressing we don’t fully focus on either the input (listening to the other person) or output (what we say to the other person in response). These two factors alone ensure that we frequently get our wires crossed – and the time spent repairing that damage, worrying about the mis-understood message, or responding emotively to that email is time wasted.

More than ever we are communicating with each other in limited word counts

Maybe the key to communication is to take longer to connect, genuinely connect. To stop ourselves from being distracted and concentrate fully on the person we are connecting to.  We need to actively listen, not just listen. We need to be present in the moment, rather than presentism of being in the space.

Whatever your role in education, consider how you communicate with other staff, the pupils and the parents of those pupils. How much of the connections are by written word, how much is conveyed with genuinely connection, supported with empathy and engagement face-to-face. I believe that we would be better off spending the time investing in meeting with people than sweeping up the mess that poor electronic communication can create.

We are social creatures, driven by emotions, feelings and moods. We need to be with others to see if they care. Maybe in our hyper connected world, we are the least connected we ever have been? Try to focus this week on connecting live with others, rather than remotely connecting their computer with yours.

After all, time spent making sure that the string in your tin can telephone is taut, is time well spent. Time given over to putting your ear to the can and genuinely listening, is time well spent. Investing time with others, connecting through our communication, is time well spent . . .

 . . . isn’t it? 

We would love to hear from you about strategies that have worked not worked to improve your communication with others.

David Gumbrell is a ex-headteacher of a Junior school (as well as being in the classroom for over 20-years). In the later stages of this part of his working life, David realised that there was an issue in education that was calling him to address. With recruitment becoming such an issue, retention became ever more important. In wanting to keep good teachers in the profession, resilience becomes key. With this in mind, The Resilience Project began – a project, in conjunction with the local teacher training university, to write some materials to support NQTs in their first year of teaching. They looked at aspects of resilience on each of the four visits that they received. The success of this project was presented at a conference in Birmingham and has gone from strength to strength since then. David now presents and writes on this subject full time to NQTs mostly, but also to all other members of staff in schools. What is appropriate for an NQT’s resilience is also applicable to a SEND Leader’s resilience and a Headteacher’s resilience. Teaching is a tricky profession to be in at the moment, hence the publication of ‘LIFT! Going up if teaching gets you down’, David’s first book in this area. Feel free to connect to David on Twitter @auribins  or via email david@theresilience-project.co.uk … though he’d much prefer a face-to-face coffee-chat ☕🍩

If you would like a FREE 30 day management software trial to enhance the shared information and communication about the special educational needs and disability across your setting, do look up #SENDsdo


Plan, Plan, Plan !

By Anita Devi

Last month, as the busy end of term drew near, we intentionally invited SENCOs and SEND Leaders to celebrate.  As a team, we also did something unusual in the last week of term … we set aside time to plan!

During the last week of term, I made time to strategically plan with SENCOs from two medium sized trusts and with my own team.  In one trust, head teachers were invited to join us for part of the final afternoon, so SENCOs could present their ideas to their line managers, one-to-one.

The feedback was insightful:

“I usually leave this to the holidays.  I do some planning in the holidays, but then I feel bad, because it’s my time, but if I don’t do it, I start the year in a panic and feeling guilty.  Having planning time, at the end of term has been so refreshing.  I was able to liaise with other SENCOs, who were also planning AND I’m going into the holidays knowing it’s done … so really able to switch off and take some me time.  Thank you SO much.” SENCO

“Having some time with my SENCO at the end of the year was useful.  It’s clear she had reflected on the year just gone and was able to use key learning points to plan the year ahead. Hearing her ideas, also gave me an opportunity to ask questions and reflect on how this could link into wider development areas of the school.  It was useful for us to spend time thinking through the implications for SEND of EIF2019.  Really great idea, let’s do it again next year!” Headteacher

We are all different and how we approach tasks also differs.  For example, imagine you had three tasks to do.  Do you do the easy tasks first and get them out of the way OR do you complete the difficult tasks first and leave the easy ones till last?  There is no right or wrong answer.  It’s about finding what works for you.

Too often I see SENCOs focus on the operational and yet we know making time for the strategic helps to accelerate the operational.  It also enables SENCOs to make time for their own #wellbeing as well as engage the wider team.

So, what planning did we undertake at the end of term?

We focussed on three main tools:

  1. Strategic priorities. It is not possible to undertake more that three strategic priorities a year and still contribute to wider school development areas.  The three focus areas need to be thought-through, so strategically they act as catalysts and impact several areas.  The Pareto Principle of 80/20 rule suggests 80% results emerge from 20% input.  The priorities need to be clearly defined, with clear outcomes and measurements for success.  It helps to be clear on ‘who’ will make this happen, when and how plus what resources are required to make the priorities successful.

Let me give you a practical example from 2018-19.  One primary school was very aware the paper trail system they had in place for SEND pupils was cumbersome and teaching staff did not take ownership due to the complexity.  Working with the team across the school, the SENCO reduced three forms into one; which the staff all took on board and actively engaged with. Success meant better outcomes for the children and improved dialogue with parents/carers.  An effective example of  the Pareto Principle being applied.

To make choices about your time management, download the FREE SENCO Time Management Book entitled ‘Take control of your time’ #senco5aday

2. Continuous professional development (CPD) planner. A core part of the SENCO role is to train others.  The best CPD model for SEND is a drip-feed approach.  Planning this, as fully as possible before the year begins, gives SENCOS time and space to create a standard template, ensure there is breadth / depth and opportunities to delegate.  It also means you can build in gap-tasks to measure impact.  Many teachers deliver good practice in their classrooms and well thought-through CPD Plan gives others the opportunity to share what they do too.

3. Monthly key milestone plan. This is about plotting onto an accessible format, what’s coming up on the horizon and in which month.  This includes annual reviews, data collection points, parents’ meetings etc.  A good plan helps to identify time / pressure bottlenecks and when SENCOs need additional support.  This is a vital communication tool for SENCOs and headteachers.

These are just three of the strategic planning tools, SENCO can use to enhance provision, practice and their leadership of SEND.   There are others.  Maybe that’s for another time!

The SENCO role is about very much about handling Plan B, C, D … Z, but it all starts with a plan!


If schools, multi-academy trusts or federations would like to find out more about how #TeamADL can facilitate SEND Planning Days for you, do get in touch www.AnitaDevi.com

… our new website with more info will be published in September 2019!  We’ve already planned it 😊

Finally, we’ve been amazed by how many settings have bought into using the 2019-2020 SEND Leader Planner may be this can of use to you too.  Happy holidays!

Sales 25th July 2019