This month we are exploring the SEND team and why having a team matters.
Let’s start with ‘favourite teams’, if I was asked ‘who is your favourite team, Jenny?’ I would straight away think sports and say the England Women Rugby team. When asked ‘why them?’ I would say:
They have a great work ethic (which doesn’t mean overworking)
They put a great show on
They are great communicators
They have cohesion
they know their roles, their strengths and when to go for the ball and when to pass it on
They celebrate everyone’s contribution
They reflect with honesty and compassion
They win
When they don’t win, they demonstrate humility, compassion and maintain positivity
They learn
When I am asked about my favourite team through work, I find it harder, which is odd as I have been part of many teams, some as a member, some as a middle leader and some as a senior leader. I can say however that I do have fond memories of my Y2 team.
Why? Well, because of the same above points really.
So that brings us on to your SEND team, those of you familiar with Inclusion Ville (from the book Journeying to the Centre of SENCO Wellbeing) will know of SEND7 (illustrated below)
It is vital that you know and understand who the SEND7 team is for your setting, what role they play, and what they individually bring to the team. Some of the team you will have a say in, others you will not. Some are with you for short periods, others stay a while.
As the SENCO you are the engine, but you won’t get very far without the chassis, the wheels, the gears and the steering. This is what the team will bring you. Crucially this is what I learnt from being the leader of the Y2 team, before becoming a senior leader. Each member brought something different, and I realised that the diversity of experience and thought is vital for all teams. I also learnt that trust and honesty cannot be expected from the start and that communication and relationship building matters and therefore needs investing in. Which brings us to purpose again; your team members need to be able to articulate the purpose of their role and the collective purpose of the team, so thinking about your team, can they do this?
Do you spend time discussing purpose and strategy and harnessing the skills, knowledge and wisdom of your team? Do you in fact explore together what collective skills, knowledge and experiences you have, and what may be missing? And this brings us once again to another theme that I pick up on regularly; ‘there isnt enough time’. But investing in the team strategically, sharing and understanding roles and responsibilities will ensure time is used well. It is finite and so we can’t conjure up more, but what we can do is use the time we have well.
Being part of a diverse, strong cohesive team also ensures that there are others to share moments of joy, to problem solve issues, to be thankful with and to build positive memories with. Being part of a team develops and enhances all elements of leadership for SENCO’s, and crucially helps to dispel the myth of the SENCO being alone. But in order for this to happen the SENCO needs to look up and out into the team.
So, go back to that list at the start of this blog, what can you say about your team? What do you want to harness from your team as you move through term three of this academic year? A starting point could be a strategic meeting with your team about your team.
Have a look also at 365SEND to see if that would be a good investment for your team.
Please also see who in your team you would like to nominate for SEND Leaders Appreciation Day 2023 #SLAD2023 This can be anyone from Education, Health, Social Care, the voluntary or charity sector who is working to support and enhance SEND provision and inclusion in your setting or community. It only takes a few minutes; the form is at www.inclusionville.me
I look forward to reading your nominations.
About Jenny,
Among many things, Jenny is DEO of #TeamADL and leads on #SLAD2023 as well as our in-house team development programme called PIONEERS. Follow Jenny on Twitter or LinkedIn to find out more!
Back in July 2022 I wrote a blog School’s out, let’s play encouraging us all to make time and space to play. I said I would return to the topic of play and I also mentioned my favourite work experience being when I worked alongside Kate Renshaw, a play therapist in school. I am delighted that for this month, as we enter the summer term, the play therapist that I was privileged to work alongside is our Voices from the Field guest blogger. Here Kate guides us to view play through a scientific and academic lens, so we can better understand why play matters in every stage of life.
Kate, why does play matter?
Play, relationships, and wellbeing are connected and essential across the lifespan. Stuart Brown, a play researcher, states in his neuroscience findings that “nothing lights up the brain like play”. He shared sobering stories of studying violent criminals and discovering a pattern of deprived childhood play histories. Here is a 15-minute segment of a talk that Stuart delivered in 2008 at the Aspen Institute. It may be a little dated now, but still very relevant and well worth a watch.
Universally, play is fundamental in the humanising process. Social conscience and moral development, initially formed within childhood, are vital aspects of a humane society. It turns out play, which is hard to define and can appear simplistic, is in fact key to individual and collective human health.
Dr. Daniel Siegel, a clinical professor of psychiatry at UCLA, says that “play is to the mind like oxygen is to the body”, and in a nutshell, this is why play matters. As human beings, our developing mind is fueled by playful relational exchanges for sustenance throughout life.
Side note from Jenny: To find out more about Daniel and his work building on John Bowlby and Mary Ainsworth’s attachment style theory, this is a useful article focusing on the four S’s of a Secure Attachment,. This can be connected to how we enable and empower healthy attachments for children and for ourselves through play.
Kate, what are some of the current challenges in the field?
Scholars continue to grapple with the complexity of fully defining play. Different play developmental stages, elements of play, and therapeutic qualities of play have been identified. However, play remains hard to pin down. But we know play when we see it, and we know play when we do it.
Kate, you connected play with wellbeing. So is play just important in children or does it also apply to adults?
A mind that is strong and healthy indicates flourishing well-being. Thus, play remains important throughout the life course, not just exclusively in childhood. As an adult it can be useful to complete a play audit of your own life. To get started ask yourself these questions:
What makes you laugh?
What gives you a feeling of bliss or complete and utter happiness?
What do you like to do the most with your friends and family?
Your answers will provide clues on the ways you like to play in adulthood. Identify your play preferences and be sure to integrate moments of play into your everyday. This quote by George Bernard Shaw is a point well made.
We don’t stop playing because we grow old; we grow old because we stop playing.
George Bernard Shaw
Back to Jenny:
Thank you Kate, for you valuable insights, I learn something new from every one of our interactions. I find it fascinating that the science is finally catching up with what many of us intrinsically know or feel, that play matters! So I am going to make sure that play remains on my agenda, and not just for in the holidays too!For those of you particularly interested in the therapeutic powers of play, and how play supports child development, have a look at this YouTube video from Kate.
As always, we welcome your thoughts and comments on this topic.
About Kate
Kate Renshaw is a play and filial therapist, international speaker, mental health in education consultant and a university scholar. She is registered in the UK and Australia as a certified play therapist and as an international member of the American Play Therapy organisation. She worked for many years in Yorkshire in schools and with private clients, but moved back to Australia with her family continuing her work there. She is also on a journey towards gaining her PhD and bringing the therapeutic benefits of play into every classroom.
This month let us talk about joy; the planned, the unexpected, the fleeting, the lasting, the sustaining and sharing! Joy doesn’t have to be big expressions of positive emotion, it can be the little smile, the internal fist pump, or as I often say to myself and others out loud; ‘Nailed it!’
In the book that Anita Devi and I co-wrote (Journeying to the Heart of SENCO Wellbeing) we dedicated a whole chapter to joy, as we believe it is that important. I am not going to précis the chapter for you, but I do want you to take note that the chapter on joy is in the ‘Purpose’ section of the book. Why? Because it is so integral to purpose, living your values and getting job satisfaction.
So first, when and how do you plan joy? When you know what your purpose and values are, you will know when you are most likely to experience joy. Then you can make sure that you get the opportunity to do this. It might be about reading a story to the reception class, playing football with the Y9 girls, planning that meeting to discuss with support staff what is going well, facilitating a reflection session with students or families, writing the evaluation of your action plan with all the positive evidence you have. Each one of us will have and find a different joy in the job, even our job descriptions may look similar.
The unexpected joy is quite often very meaningful. Those moments when a student realises they CAN do something, a support staff member is flying with an intervention that you have trained them on, an early career teacher (ECT) is demonstrating really effective adaptation for children in their class and so on. When these happen take note of them, acknowledge your input, acknowledge the input of others, think about how this can be replicated. Most of all pause and revel in the feeling that you have , as well as your associated thoughts to that feeling.
The fleeting joy. When I talk to people quite often this kind of joy is quickly forgotten, but it is vital for topping up the wellbeing cup or bolstering your resilience. Quite often this joy is when praise or compliments are given. However, you do need to pause and store them. Give thanks to the person, and crucially don’t diminish it by downplaying it. That’s just false humility. If you are praised for a session delivered well, acknowledge this internally and externally and respond with a gratitude comment, which reinforces both your joy and the other person’s. If you respond with ‘oh I missed out this’, or ‘I didn’t think that I did x well’ not only are you doing yourself disservice by being negative about yourself, but you are also signalling to the giver that you don’t agree with them or that their opinion is wrong! If you want some feedback, you can thank them, and then ask if they can tell you what the best bit of learning was or the most valuable information was, and also if there is anything that you could improve on for next time. This kind of response shows that you have taken the moment to absorb the praise and also that you value them, which in turn is a type of joy for them.
So that is an example of shared joy. Think back to a time when both you and others have shared in joy, it could when a project has had the outcomes you intended, when a child or young person stands up in class or assembly and speaks out loud and clearly to the audience. It might be a ‘well done’ from an external body or line managers or a thank you from a parent/carer. There is something so powerful in a shared experience, and that joy can be an energy that ripples out beyond the giver and receiver. Shared joy can be with students and families too, and if you are able to become a frequent source of sharing joy, then it not only builds and maintains resilience it also strengthens relationships.
So what is sustaining joy? Quite often this is the sense of job well done, or seeing impact of something beyond the immediate time frame. There is something immensely satisfying from having a primary pupil returning to their former school 2 a few years later to share something with you, or for you to read something amazing about a former student in a newspaper or on the local secondary school/college social media. But sustaining joy is sharing with yourself, or with others, the memories of past success, fun and gratitude and connecting them to your purpose and the here and now.
In my role, I see many well-meaning leadership teams putting out details of wellbeing surveys, having newsletters that have shout outs or a wall of praise in a staff room or corridor. But, in my opinion, nothing beats being in a room and saying do you remember when…. Or having that box/drawer that you open and inside are the pictures/cards/notes/positive feedback from students, families, staff members and external agencies that you can then read and share with someone else. It is absolutely right that we keep and store these things so that when our resilience needs a boost (or someone else does) that we can pull these things out. We can only pull them out though if we have taken that moment when it was given to acknowledge and store it.
This month my challenge to you is, notice, acknowledge and store those moments of joy that come, and share them with others. I would love to hear them too.
Did you know that in the UK World Book Day is 2nd March 2023, and #TeamADL is a charity partner this year? We are focusing on reading this month as it regularly comes up in SENCO / Leadership wellbeing discussions.
In the day job there is constant reading, and a lot of what you read needs to be carefully considered, absorbed, applied and remembered. There are also times where you need to read in order to learn or to reference experts. This might be for a degree, a leadership qualification or for a course you are doing for fun. Depending on your workload, the writing style and the topic of your reading material can be pleasurable as well as purposeful.
As part of TeamADL’s involvement in World Book Day, I’ve been talking to people about books and their reading habits. I’ve asked a few people to share with me their favourite author and book. Some very quickly replied, “it depends”. With technology, the physical medium of books also varies from traditional hard copy to electronic books and audio books. I prefer to read from my Kindle app on my phone, because it means I always have a book with me, and I am often reading whenever I have 5 minutes. It also means I can choose whether I am reading an article I found online or was recommended to me via friends on social media. This mobile approach means I can access a newspaper, or the current fiction book I have on the go.
What have others said about their reading habits and choices?
A SENCO and DSL shared,
I usually only get to read for pleasure when I’m on holiday and then thrillers/fiction books set in the country/area I’m visiting are always a favourite of mine. I tend to dip in and out of books when reading for purpose unless it is articles/ online reading. I would love the time to do both more reading for purpose and pleasure. When completing the NASENCO award I really enjoyed the reading and research. However, the amount required was very overwhelming to complete around my full-time post and a young family too.
I had never considered choosing books related to where I am staying on holiday, but I really liked this idea. I do love picking up guidebooks and museum leaflets when I am out and about to connect with the area.
Julia Hancock, guest blogger for #senco5aday who wrote about shoes in November told me,
I read because it is intrinsically part of my identity to connect with ideas, as well as because I love books. I choose books to suit my needs at the time, or because I have a particular focus to learn more about something. Sometimes a book cover intrigues me and so I have to read that book!
Julia hosts the regular HeadsUp4HT’s book club (see their Eventbrite page for details) and is regularly recommending books to others.
Lisa, another SENCO and DSL confided,
When I get time to read for pleasure (usually school holidays) I often read Jessica Redland or Carole Matthews books as they provide pure escapism and include romance, usually chocolate, friendships, and overcoming those life hurdles. Always set in a lovely place by the sea or on a farm. I buy loads of books to help me in my role but don’t read them as much as I intended to. However the ones I read most are the Behaviour Code: A Practical Guide to Understanding and Teaching the Most Challenging Students (Jessica Minahan) and Identifying Children with Special needs (Glynis Hannel). I suppose even though the other books I buy are related to my job, I would feel guilty reading them at school but when I go home I have a very busy household so don’t get much chance there.
I found what Lisa said about guilt really interesting, as it does crop up in discussions. I would recommend purposefully scheduling in reading time each month into your work calendar as it is part of thinking strategically and being challenged to think differently about something related to your leadership and role. I know Anita (CEO and founder of TeamADL) has regular reading for purpose time scheduled, and she reads from a wide range of books at these times.
Over the next 15 days #TeamADL staff and associates will be sharing their favourite books and authors on social media to stimulate discussions around books and reading. If you follow @SENCOcoach you can join in the conversation or put a comment on this blog sharing your favourites and why, when and where you read!
Let me share with you, my favourite book is an anthology. It’s been with me for many years as I discovered the author in my young childhood, and it has pictures. Feel free to guess the title or author.
Talking of picture books, I will leave you with my favourite reply to my question from a SENCO in Stoke,
My go to book to help me day by day with all the challenges I face in my role, is The Boy, the Mole, the Fox and the Horse. I have a copy on my desk and just flip through to my favourite parts. The sayings and drawing just ground me and help me on my way. For example, “The greatest illusion”, said the mole, “is that life should be perfect.
As we often discuss at TeamADL – no situation is perfect and no SENCO / leader can be perfect. So do not believe that myth!
Happy reading! Do drop us a line to share your favourite book and reading habits too.
This month I am looking at something very ‘concrete’- your workspace.
Over the last couple of years, I have had the opportunity to see many peoples’ work spaces, either by being in their space or by the window of an online video call. Several times, a discussion that started about wellbeing and stress has included a discussion about the workspace and its impact.
Therefore, to start the year I would like you to cast your reflective eye around your workspace and ask, what does this say about me and my wellbeing?
Pause | Reflect
…now let’s start to collaboratively deconstruct, looking at 6 areas.
First of all, what light do you get? We all know natural light is important, for our physical health and for our mental health. However quite a few SENCOs or leaders end up in converted cupboards or reclaimed spaces. In effect there is either no light, indirect light or light blocked by blinds! If you have no light or poor indirect light find out what lightbulbs are used in the space and request a natural light giving bulb, which can also be more energy efficient. It may be that a lamp is better than the ceiling lighting. It is possible to have a change. If you have blinds shut all day, think abut why and when natural light can come in.
Sticking with nature, do you have any real greenery? We all know that being within nature often helps our wellbeing, but it can be tricky to get out into the open. A great office plant is a peace lily, this is because they are very tolerant of irregular watering, of low light AND they are known for cleaning up the air. A huge benefit in schools, particularly ones where getting a good air flow is an issue. If you are thinking about a plant here is a helpful article
The next thing to consider is comfort. This does matter. Not just in the workplace assessments’ that check screen light and chair posture, but it is also about how hot or cold the space is. It might be about the noise level. For example, are you next to the music room? How much of this you can control is dependent on your situation, but if something is making concentration or focus on your work tricky, you should raise it, along with a potential solution, if you have one.
My reflections:One thing I learnt though about physical comfort was that as a left-handed person I need my set up to be left-handed. This means my mouse sits comfortably in my hand and is not moulded for right hands, and the mouse buttons are the other way round (which can cause hilarity for me when any right hander tried to do anything on my computer if I was logged in). Are your tools fit for your use?
I also would consider where visitors would sit and how that space would feel with one or two others in. Did we all have good personal space? My office size often led to my headteacher and I swapping rooms!
Let us now consider personal touches. Do you have a distinctive piece of artwork? A family photo? Knick knacks? There is no right or wrong answer to this, part of this decision is related to comfort, part to whether it is a shared space and part to what you want other people to know or notice about you. I wouldn’t have photos of family as that was private, but I do have a mandala that a student made for me in my second year of being a Senco, it has been in every office space that I have worked in since, and I am looking at it right now! It is a good focus for grounding activities in times of stress and was a reminder of my purpose.
My reflections:One decision I made as a deputy when I left my classroom was that I wanted my favourite books in my office, and some random curiosity items that either I have picked up or people have given to me. It was important though that there was a defined space. Sometimes if something was added, something was also removed It was a space for curiosity Knick knack clutter, but within a clear boundary! The items would help me when I was stressed, in a variety of ways, and my staff members also valued being able to pick them up and ‘play’ with them. And of course, when I had children in with me, they also had access to this shelf.
Finally, a focus on decluttering. Is your spaced cluttered? Overcrowded? Busy? Does it change, and is it related to your stress levels? A research study in 2011 study Princeton University concluded that a cluttered environment makes it more difficult to focus on a specific task due to a person’s visual cortex being overwhelmed by all the task-irrelevant objects in the room. That study is referenced in this article
There is no right or wrong way to have a desk or workspace, but considering how it is influencing or impacting your wellbeing is a good use of your time. I will leave you with one more article. This may be talking about cleaning and home, but it does reference the positive impact of mindful washing up.
Let me know what shifts in your workspace, after reading this blog. Till next time.
About Jenny
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 not-for-profit multi-agency team of specialists, committed to developing people, growing organisations and strengthening localities. Find out more at http://www.teamadl.uk
Hi, its me the Christmas Elf! I’m back again as Jenny is on other Christmas duties, and this time I have brought my friends to fill your wellbeing stocking for you!
Crazy bouts of giggles
Home cosy and welcoming
Reflections on the year past
Intentional acts of fun
Self care daily
Talking and laughing with strangers
Moments of peace and calm
Ambitions considered for year ahead
Sleep!
Songs sung with gusto
Time spent with family/friends
Occasional acts of playfulness
Creation of lovely memories
Kindness to yourself
Indulgence
NOT thinking about work
Gratitude to self and others
From everyone at #TeamADL, have a joyful festive season!
Julia Hancock (Guest blogger) Intro by Jenny Bowers
This month I am delighted to hand over the reins of the wellbeing blog to a guest, Julia Hancock to explore the topic of self awareness.
Julia is based in the Midlands and is the founder director of Boundless Learning. She has held three headships across three very different communities. Her MA in education focussed on nurturing emotional intelligence and literacy has underpinned much of her development as an educator and leader, encompassing curriculum and leadership development, including in her roles as an SLE, an evidence lead and as a network lead for Royal Shakespeare Company Associate schools. In her current work as a consultant, Lead Mentor, coach and supervisor she supports embedding oracy and emotional awareness at the heart of learning, develops creative approaches to embedding this in all aspects of provision for learning and ensures that wellbeing for all is a key priority in terms of enabling positive climates for learning.
This above all: to thine own self be true
William Shakespeare, Hamlet
What shoes are you wearing today? Your choice will have been influenced by fit, purpose, weather, and the way you feel, or how you want to present to the world in light of your understanding of context. How confidently or purposefully you step forward in them is underpinned by your unique sense of identity.
If we delve into our decision-making, who we are, our identity and the layers of complexity in how this has formed will be influencing every decision we make. While we may have developed knowledge and understanding to inform our decisions, how we take our steps, and much of how we stand in our shoes, our Leadership Presence, relies on our identity and how everything we encounter interacts with this.
Let’s consider how we shape and create new meaning in terms of what we already believe and know to be true. Who we are, or our understanding of this, is intrinsically linked to how we see the world, how we feel and experience everything. This influences what we do, our sense of purpose and how we make authentic decisions with integrity, with an understanding of ourselves, others and the environment we’re navigating.
It’s not always comfortable. As the world has undergone a range of seismic shifts over the last few years, at a global, national and personal level, I’m increasingly drawn to the concept of identity and how this is shaped by our environment, or what endures amidst the changes. Each change and challenge can unsettle what we believe to be true, but when we stop the noise and when we sit with ourselves, the question we need to ask ourselves is ‘who am I?’
I wonder if this changes and shifts, or whether our essential flavours are constant. Would the same words run through us, irrespective of what shifts around us? What do we rely on when the ground is rocky? Or maybe it makes a difference if we know the words, we would hold on to irrespective of change. If we were to choose our values, or a statement to live by, would we be prepared to tattoo this onto our life and take it with us through everything we move through? Certainly, knowing what drives us, what matters to us and what our strengths are can help us when we’re faced with difficult decisions to make.
I’ve spent a number of years exploring emotional intelligence with children and adults. What underpins this is the way we feel, the way we see ourselves and our self-concept, and the resulting sense of self-worth. This impacts on our self-esteem and confidence, as well as our motivation and how we interact with others, and has implications for what influences our perceptions.
We might explore a range of factors to express identity, such as our values and beliefs, relationships, memories and experiences, our heritage, gender, class, sexuality, appearance, age, sense of achievement or ability, or whatever we develop in terms of classification in our identity story. How we validate and recognise these define and shape how we walk in our world. This affects our choices, or metaphorically, the shoes we choose to wear and make our steps with. This can also determine our direction and speed of travel. If we don’t have a sense of who we are, we may find ourselves wandering barefoot in circles, or walking in someone else’s ill- fitting shoes, making decisions based on ‘shoulds’, influenced by others.
Knowing who we are, distinct, yet intrinsically linked to what we do, and having a clear sense of purpose can be a challenge. We can lose sight of our core, or it can become so obscured in what we do that we feel far from knowing our authentic self. We lose our alignment, and this can often lead to burn out, or loss of purpose. In extreme cases, living with toxicity can compromise our sense of identity and impact on our ability to make robust decisions without external validation. This is often where Imposter Syndrome kicks in and we lose confidence in our sense of direction, or we experience adverse physical and mental health symptoms. Spending time to connect with self, gaining a clearer sense of identity can enable us to claim back our confidence and connection with what matters.
If we can harness a clear sense of who we are and what we do, then we can free ourselves from egotistically-led decisions, or those influenced by values instilled in us by others or by a need to belong. We can gain a sense of what we absolutely stand for as ourselves. It’s here we can gain clarity in terms of our authenticity, integrity, and purpose.
This is where we go to when we need to reconnect, refresh our sense of self- worth and make our confident steps into our chosen landscapes, wearing the shoes that were made for us.
Let’s make sure we’re wearing the right shoes, make sure they’re comfortable and suited to our purpose, and we can stride confidently, singing the words of that well-known song, “I’m marching on to the beat I drum, I’m not scared to be seen, I make no apologies, THIS IS ME!” (The Greatest Showman)
A big thank you to Julia for sharing her thoughts on identity and how important self-awareness is with #TeamADL. We both hope you will further explore your identity and how this influences your work and wellbeing.
As we head towards the end of half term one, I believe that this the perfect time to explore passion, as you reflect on your work over the last few months. Some of you may have initially struggled to answer the questions I posed last month about ambition, but I am sure if I asked you ‘What’s your passion?’ you would have an answer for me quite quickly. For the vast majority of you I would see a clear line between your passion and your purpose. I am sure that for a lot of you if I asked, ‘What’s a passion that isn’t related to work?’ you would also be able to answer that in short order.
However, what if I asked, ‘What impact does your passion have on your work and what impact does it have on your wellbeing?’ I wonder what you would say.
Passion is a good driver, quite often described as the fire in the belly, but what do we know about fire?
It provides heat and purifies.
It provides light and removes darkness.
It can create and/or destroy.
When controlled a fire can be used for cooking, as a gathering place to share with others and as a method for producing energy to be transformed into something else including tasty s’mores round a bonfire. However, a fire out of control, burns through fuel quickly and it can damage people and places. It can be destructive force. Fire can be extinguished suddenly or slowly. Equally, it can be effectively nurtured, so it is maintained gently and sustainably.
Thinking about this metaphor let’s go back to some reflective questions:
What impact does your passion have on your ability to do your job?
What impact does your passion have on your communication and your relationships?
Put another way, in your desire to drive your purpose and ambitions with passion are you dispensing with information quickly, giving large amounts out, using what you see as the ethical and emotional reasoning for why things should be done? Do staff appear confused, overwhelmed, unsure? Are they forgetting to do what you have asked (told) them? Are they asking the same questions over and over? Are you feeling frustrated and feeling like it would be easier to do it all yourself?
When I reflect on my time as a SENCO, I realise that there were seasons when, in my urgency and desire to do the right thing for the children, driven by my passion, I was placing too many demands on teachers and other staff at a great pace. They did generally share my passion, and my purpose, but because it was not exactly the same as theirs, and they had slightly different priorities in their roles or because of their level of experience, it was too much for us all.
It was another leader who said to me, ‘No-one doubts your passion, no one really disagrees with what you want to achieve, but they’re struggling with the how’. This was a lightbulb moment for me, yes, they need to know the ethical and emotional drivers behind what I was doing, but more importantly I needed to work collaboratively with them to ensure that the logical reasoning, the processes and skills were in place too. It was about tempering my passion, so that it smoldered and fueled the work, alongside their individual passions, not overpowering and consuming us all.
Other professionals and families do need to know your passion too. You all need to find where it overlaps and interlinks with theirs. But passion alone will not get things done, and if passions hinders effective collaboration, you will not achieve your purpose or ambition.
What about the effect passion has on your wellbeing?
Passion fuels the ‘getting out of bed in the morning’ feeling, but if it has been burning too hot or to fast then it will lead to exhaustion, and the getting out of bed will be a struggle. Think carefully about how you are fueling the fire. Does a successful meeting give you fuel? A SENCO meet up? Time working with a child? Feeding your other passions? How will you allow the fuel to be burnt? High heat quick burn, to get you through a particular thing, or a low heat low burn to sustain you over a month?
When your half term arrives, take some time to reflect on what your passion is and put safeguards in place to ensure it is a well-controlled fire. If you are a journal writer, then perhaps alongside your thoughts on ambition you could write about your passion and how to sustain it. On your vision board, consider how you harness your passion effectively in your work with others. As always, I welcome your thoughts and feedback.
Welcome to the first blog of the 2022-23 academic year. I hope you are well rested, enjoyed a #SummerOfPlay and are looking forward to continuing your journey.
I am sure you have lots planned for the year ahead and are preparing yourself for all those unplanned things that arrive on your desk, the best you can. Remember what you have in your toolkit and all that you have achieved already. If unsure, do read through some of the previous #senco5aday blogs. Also, remember to pace yourself and include slots in your diary to pause and think.
When I meet leaders for the first time, I am keen to know what their values, their purpose and their ambition is. Quite often their ambition is the one they struggle or are reluctant to articulate. They can tell me what they desire for others, or for their organisation, but not what they want to achieve for themselves.
Ambition: a strong desire to achieve something
– Cambridge dictionary definition
Sometimes this reluctance comes from a place of fear. Is telling me that they want to achieve something for themselves selfish? Sometimes it is because the leader feels they should not have their own personal ambition when they are in service to others, or that they should tell me the mission statement of the organisation. You absolutely should be connected to the ambitions of the organisation you work in, but it should not be the only ambition you have.
So, what are your ambitions? What personal ambition do you have for this year, for the next three years? What are your ambitions for the organisation and the people in the community? How connected are they? Will they fuel each other? How comfortable are you with articulating them? Can you recall your ambition as a student teacher? Has that been refined? Changed? Abandoned? Achieved?
You can see I have posed a lot of questions. That’s because at the beginning of the year and throughout, it is important to stop and reflect. Just to check you are on course.
‘Ambition’ is a great starter for journalling, if you find that helpful, or want to have a go this year.
Now consider this quote from Edmund Burke:
Ambition can creep as well as soar.
Creeping ambition by Rik Schots on Pexels.comSoaring ambition by Pixabay on Pexels.com
Whether creeping ambition or soaring, the key is, there is movement.
An ambition I have for 2022-23 is to do a smaller number of things very well. And in doing ‘less’, I will fulfill them more thoroughly, with greater energy and enthusiasm. It will also be giving me more time to reflect and refine, which will support my purpose as the DEO of #TeamADL and support my wellbeing.
Right now, in this season most of my ambition is creeping. That doesn’t mean it is less worthy, it means that is what I need to do right now, and it is still being ambitious.
Looking at this another way: I am
watering the seedlings that were planted 12 months ago
watering the small sunflowers planted 22 months ago
feeding the tree that I planted when I first stepped into university to start my PGCE
In the next few months, I might choose to plant another seed, I might want one of my plants to be taken on the next rocket and soar to the moon. Or I might not, because perhaps watering and feeding these current ambitions is enough for this year. How do you define growth? Something new or something deeper?
You may have some ambitions that are directly related to your wellbeing. There may be an ambition regarding promotion or a qualification/piece of learning. It might be about systems and processes or supporting others in positive change management, creating co-production opportunities, or creating a community space. Whatever your ambitions are:
Write or draw them … a vision board is powerful!
Keep them close – this is not something to write / draw and file. It needs to be active, in the now.
Share them … articulation aids clarity and others can support you as well as hold you to account.
Remind yourself of them frequently!
Get out your year plan, your digital calendar or your journal and block out time to work on the ambitions you have
Remember, your legacy will be how effective you were at relationships, communicating, maintaining great things and creating opportunities for others to instigate positive change, not about how much ‘stuff’ you ‘did’!
Here’s to a year of nurturing and fulfilling ambitions, ones that creep and ones that soar!
First of all, from all of us at #TeamADL to all of you:Congratulations for all your achievements and thank you for all that you have done to support young people, their families and staff.
So welcome to the summer holidays, and in this blog I can finally use one of my favourite quotes:
We don’t stop playing because we grow old; we grow old because we stop playing. –
George Bernard Shaw
So, how are you going to stop yourself feeling old and/or tired over the summer? Of course, there is the need to sleep and spend some time on physical wellbeing, catching up with family and friends, and doing those jobs round the home that you scheduled to do, but my plea to you is, find time for play.
This is a great article about why play is vitally important for adults. Just so I don’t go into great detail here on the physical, mental and emotional benefits of play, let me will share this timeless nugget from the article with you:
There doesn’t need to be any point to the activity beyond having fun and enjoying yourself. By giving yourself permission to play with the joyful abandon of childhood, you can reap oodles of health benefits throughout life.
When I talk to people about the importance of play for wellbeing, they quite often tell me about the play that they organise or do with their children, or organised sports, leisure activities or hobbies they have, including Lego (which I LOVE!). All of these are great, but what I want you to think about is pure unscheduled FUN!
When was the last time you …
• jumped in a puddle? • splashed in a paddling pool? • made funny sandcastles with your hands at the beach because you didn’t have a bucket or spade? • made a dragon’s nest in the woods or at the park? • laughed till you cried at a friend’s attempts to putt a ball at the crazy golf? • stumbled upon an new adventure when out for coffee? • pretended to be knights of the realm whilst visiting a castle?
I have done all of these, and only once was a child with me!
At a later date I will circle back to more about play; for you, for your teams and for children. My all time favourite work experience was when I worked alongside a play therapist in my school. For now, please ditch the screen and go play and find some fun!
Happy summer, and if you want to share some of your play photos or memories please do via social media, using #TeamADL and #SummerOfPlay. If it is Twitter, use @sencocoachand or my personal account @jennypurplemoon Feel free to share in the comments section below too.
Whenever someone says ‘Celebrate’ to me the lyrics from Kool and the Gang (1980) pops into my head and I have to spend a couple of seconds internally singing along! Have a listen! (not me singing, but to Kool and the Gang).
I love celebrating, the big things, (birthdays, new jobs, passing a driving test) and the little things (I completed a report, I managed some decent exercise hours, The M62 wasn’t snarled up and I got home quickly). Of course, the little things are quite celebrated in the same way, but still, yes I celebrate.
Why? If we don’t celebrate our success, our wins, our satisfaction, then why should anyone else? We need to show self-appreciation and self-validation in order to maintain our resilience levels, our job satisfaction and to truly notice what is going on in our lives for ourselves. A phrase I use a lot when talking in my network is ‘nailed it’! It usually gets some laughter, frequently from myself too, as what I have nailed may seem light or frivolous at times (I had my lunch outside at lunch time!) but are also the ’big things’ too like I gave a keynote speech at a conference (nailed it). This doesn’t mean that I am being big headed or I’m showing off. It means that I am taking a moment to support my own wellbeing and notice something positive. For somethings I celebrate, there may be a moment where I do also consider what could have made it even better, or what I might do differently next time, but that does not diminish my celebration.
I love celebrating with and for others too, whether it be a child, a family, a work colleague or a friend. I also don’t particularly discern ‘work’ from ‘home’, all achievements should be celebrated!
Why? If we allow ourselves to pause and celebrate the big and the small over a day or a week, we may then notice the effect this can have on others. They too will often join in your celebration, and also think of things that they have to celebrate, appreciate or give thanks for. This in turn will allow you to celebrate the success of others. Shared celebration, appreciation and gratitude is highly infectious (in a good way!) and builds strong teams. By ensuring the celebration of individuals (without jealousy or fear), and in the celebration of team achievements, you are enabling positive wellbeing for all. Success creates further success.
This leads me on to SEND Leaders Appreciation Day 2022, (#SLAD2022), I am so excited about seeing the Wall Of Appreciation on the #TeamADL Website on 1st July as there have been some super nominations come in. If you were nominated, (you don’t know yet, but …) congratulations, make sure you celebrate! If you were a nominee, thank you, now go celebrate with whomever you nominated.
If you have not heard about #SLAD2022 until now, celebrate anyway! Because you now know about it, and so on the 1st July you can take a moment to celebrate all the amazing things you do, talk to your team, your SENCO (if you are not one) and celebrate what they do, what you do and what you do together! This might be in your own way, it might be in a big way, or in a small private way, but whatever you do, on 1st July please celebrate all you do for inclusion.
I will be at Silverstone, what a place to celebrate! But I will be sure to take a few moments to celebrate the work I have done, the work #TeamADL have done and all the amazing heads, deputies, support staff and SENCO’s that I have had the privilege to see in action or talk to over the last year.
#TeamADL would love to see and hear about how and what you celebrate, and who with, on the 1st July 2022, please use #SLAD2022#TeamADL as you shared on social media. Be sure to tag in @send_leaders and me @jennypurplemoon. If you can share a photo that would be great. If you aren’t on social media, drop us a comment below and share your thoughts with your family, friends and colleagues.
Did you know that May 2022 was National Share-a-Story month? The month of May also embraced Mental Health Awareness week in the UK, and this year’s theme was loneliness. It always concerns me when I hear the SENCO role being described as ‘lonely’, just as much as when I hear a headteacher using the same word associated with their role. However, I am not one to dismiss this, it was not part of my narrative, but I understand how it is in the narrative of others.
This leads me to one of the most fundamental points I frequently make about wellbeing; how comparison can harm, and how self-awareness can lead to empowerment. We all know a SENCO that seems to have it all, the SENCO who is the expert in all things, and the SENCO that is breezing through all the bureaucracy. When we compare ourselves to them we feel like we fall short, and here we can allow the ‘imposter syndrome’ feelings to creep in. However, one conversation with these SENCOs will often lead us to discover that indeed the narrative that we create about them is not identical to the one they hold about themselves!
How often do we take the time to pause and consider our own narrative, or are we getting swept up in the narrative of others?
How do we rationalise and come to terms with both the positive and negative aspects of the emotional, cognitive and mental effects of our job on our self?
When do we celebrate our ego and when do we put down the markers to start and end a chapter in the book of our life?
If someone was to flick through the book of your life, what would they see as themes and patterns? Who are the influential characters and where are the important settings? When would they shout out, ‘OOOh plot twist!’ or cry with laughter, joy or sadness?
Crucially, who is writing this book? What are the key themes, people and places you want to be heard or seen? Are you allowing others to control the narrative, or are you allowing your self to take control? You may find it strange that I am writing this, as I frequently talk about the importance of others and of collaboration. I do believe it is crucial for wellbeing and workload management, but to collaborate most effectively, to be a good leader and strong voice within a team you need to know what you are good at, where your strengths are, and be comfortable to use them. You need to be aware of the areas where you feel out of your comfort zone, what you are less knowledgeable about and what the down sides of your key drivers are. This is not to berate or diminish yourself but to know where to lean in on others, and be prepared to take a less prominent position. It’s also about when you may need to dig deep or find out more. This is about knowing when to shine the light on yourself, when to shine a light on others, and when to share it!
It took me a while to understand how important it was to own my own narrative, to shape the way that I want to be known and seen. There are times when you are a minor (or major) character in the narrative of others, or a narrative of a place. We are social beings and we are all part of things. Naturally, our narrative gets tangled and intertwined with others. This is what makes our thread so rich and diverse if we let it. The key is ensuring it is still at its core and you own the narrative.
During the upcoming half term break and extended weekend perhaps find some time to really get to know your self, think about how you talk to yourself, and how you respond! Are you using positive language with yourself, are you constantly berating or focusing on all that is wrong? Are you in denial of things that may be difficult? Are you good at reframing thoughts and feelings so that your actions are positive? Maybe (if you don’t already) take up some journaling or any kind of art to explore who you are and what you want, and how this fits with what you are getting up to in your book of life.
What is the key narrative thread of YOUR story that you want to hold on to? Let me know! If you want to explore this theme further, get in touch!
Research is what I’m doing when I don’t know what I’m doing.
Wernher von Braun
To be an effective SENCO we are often led to believe that we need to know everything about, well pretty much everything. The truth is, we can’t, and we don’t. However, it is vital to know three things:
Where can I find out? Where are the sources that I know are reliable and that I can trust?
What is it I need to find out? What question am I trying to find the answer to and why am I asking that question?
How much time and energy can I give to finding things out? Am I being efficient in my approach to research.
Our time and our energy are our precious commodities, and we need to be disciplined about how we use them. So, let’s address these questions in reverse order.
Time and wellbeing
Learning new things is one of the #5aDay wellbeing strands, and clearly benefits not only us, but our colleagues and the community we serve. So research has to be part of the role. I wrote it into the job description of the SENCO for my school when I became head, which also meant that they needed to be given time to do it. When planning out your workload think about dedicated research time on your diary. Regular shortish slots often feels more manageable and will be more productive. For example, 30 minutes dedicated slot a week turn research into a pro-active leadership activity, as opposed to a reactive management task.
Top tip:If you are not sure what it is you need to be researching, then the regular slots are the best time to pick up that article you meant to read last month, or explore a handout given out at a conference from an expert speaker.
Case study: I know Anita Devi has a research question book, Trello list of ideas and a long reading list. So, she is actively using weekly slots to update her knowledge and skills, whilst ensuing she does not work into the night or on weekends.
Focus your research
Research is formalized curiosity. It is poking and prying with a purpose.
Zora Neal Hurston (an American Anthropologist)
I love this quote, it really gets me thinking:
Where is my curiosity currently taking me?
What do I want to find out about and why?
We talk regularly about purpose and taking a strand of inquiry to research in order to solve a problem or have a positive impact on a child, a group of children or a community strikes at the heart of what we are as SENCOs. Therefore, this will not only have a positive impact on our wellbeing but also on our development as a SENCO (and a leader).
Make sure you know specifically what it is your curious about and frame it as a question. For example, I examined would regular group play therapy have a positive impact for children identified as having a social emotional mental health (SEMH) need? When embarking on a research journey consider what you know already, and what has already been done in this field, is there research out there already that gives a strong basis for investigating this in your setting, or negates the necessity to do the research in your school? This is where the regular 30 minutes a week time slot comes in handy.
Case study: Have researched the literature, I also needed to then to collect on-going data pertinent to our setting. I considered attendance data, progress data, answers to questions about social and emotional feelings and behaviour from the children and their teachers. As a school we also considered how we would compare the evidence with children who are not accessing play therapy, but who were similar in attendance, age, attainment). Our next step was to consider data interval collection points (half termly, termly and a complete school year).
Not all research needs primary data from your setting, or a direct line of inquiry using your classes. It may be that you want to research the best assisted technology or the best resource for a particular need. Here you would be looking to your secondary sources and use those that you trust. These might include other SENCOs in your network, information you have picked up in training, forums or conferences, as well as online articles. Make sure you are comfortable with your sources and that you can identify their values and purpose Do these align with you? Triangulate the information you are reading with other sources.
Develop yourself and your ideas through research
In my current work I started from the premise supervision for SENCOs and leaders is vital, so my question was:
‘What benefits would supervision bring for SENCOs and leaders and how do I know?’
I then went to look at the research, (which is very limited for education), and so I have had to look beyond education into social care and health and translate that into what it might mean for school staff. I also had to explore the use of supervision beyond the UK. This meant I had to ensure what they say supervision is, is what I know it as. The limited education specific research has led me to build my own evidence-base, as well as continue conversations with others working in the field to see what the common threads are. My research is very much in the exploring and building evidence phase.
So, knowing what we don’t know (or suspecting something but not being sure) and then going to find out more is good for our wellbeing, and good for the community we serve. The caveat being of course that we need to have boundaries of time, energy and purpose. It has to have value.
Let me know what you are currently researching, what you now know, and I will return to the strand of research and learning in later blogs!
Love and work are crucial for human happiness because, when done well, they draw us out of ourselves and into connection with people and projects beyond ourselves. Happiness comes from getting these connections right.
Jonathan Haidt
I remember the first time I heard ‘Have you found your tribe?’ It was my first NAHT event. Initially, I didn’t really understand, I was in a room of deputy heads. ‘Are they not my people?’, I thought. Truthfully, they weren’t, not all of them. Some made my blood boil! There were a couple that I really enjoyed the company of, and a few that I sought out at other events or shared my email and resources with.
I thought, I didn’t think I needed a tribe, I had good friends, good family and I was working in a school with good staff. Yes, I collaborated, attended events and training, discussed local and national issues, but I wasn’t thinking about ‘belonging’ or ‘networking’, I was getting on with my job and my life.
But then as things became tougher, more work, feeling more stressed, wondering where I could get ‘good advice’ I started to realise that I needed to work out who I sought out and when, who I would ‘find time for’ and who I had to politely reduce contact with for my own work life balance and wellbeing. I wasn’t thinking about being in one tribe, but I was thinking about being selective over who I shared my time with, and how my school and the children and family I serve would benefit from me spending my time with them. Does it sound selfish? Maybe, but I don’t necessarily see being selfish as a bad thing; knowing who, when and why made me a more present person in the spaces I then inhabited. I was more authentic and happier, so surely a better SENCO, deputy and all-round human being?
Why was it at LA meetings I sought out particular people to sit with? When there were pleas for working parties, why did I take a particular interest in seeing who else was going to be on them? Not that the make-up of the group necessarily stopped me, but sometimes it gave me pause. I have never wanted to be in an echo chamber and having challenge over the way to do things has always invigorated me (when done in a positive way!) For me the key was knowing the people in the room, or the people round the table had the same values and purpose as me. We were there for the same reasons, bringing different experiences and knowledge. There was the power in that type of collective. The ability to get things done in the group, have reassurance, validation and gain knowledge, as well as laughter and camaraderie. Do not ever underestimate that!
I joined twitter in 2012, and generally loved it, I have connections that I made in 2012 that I still seek out for suggestions, to celebrate and to generally communicate with, but I did learn how to manage my time and made strategic decision on who to follow, who to engage with and who to block in order to get what I needed and wanted from the platform. Do I get it right all the time, no, but I am happy with how I manage it, and quite often as happy about the conversations I do not engage with, as the ones that I do.
Then as COVID19 hit, Zoom opened up more opportunities to find places where I felt I belonged, where I could share thoughts and ideas, and be challenged, and professionally there were more spaces that felt comfortable and safe, full of people driven by their purpose and their values. I was also beginning to feel torn. Did I have enough time? Could I give what I should within all these spaces? They were all noble, they all held good people, but were they all spaces that I should be occupying? I had come back to where I was 10 years ago, I cannot be all things to all people, and neither can you, no matter how much you want to.
This is a great thought to ponder on!
I have chosen my spaces to be fully committed to. I have chosen the spaces I will amplify and support when I can, and I have chosen the spaces that I say thanks but no thanks to, (although I may still recommend and mention these to others that might get what they need from there) and I am once more at peace with the decisions I have made.
So why am I sharing this personal blog with you this month? There are two reasons,
It felt like the right time, as the world seems to be opening up once more, to ask you to pause and think about what spaces you occupy and why? Are you getting what you want and need from the space and the people in them?
If you are being told you should, or you think you should, be in a particular space or network ask yourself why? What is the agenda and purpose, and whose agenda is it? There are times when, for our role, there are spaces we need to occupy, and so when in those spaces you can still choose how much time you live in it, who you sit with, and together you can influence that space to make it one where you all belong and find happiness.
On the Leader5ADay blog site by TeamADL, Cole Andrew has written a great 2 part article on the Perspective is Power. He really helped me explore further what I thought about perspectives and how powerful they can be. Today I am going to talk to you about how shifting the lens that you look through can help your personally and professionally in the SENCO role. You may be reading this as you head into half term, or you may be in half term right now. Any short break is time when you are able to lift your head up and look outwards to the horizon, but do you remember to look left and right as well? When work is feeling relentless and the demands are coming in from all directions we tend to narrow the lens we look through and focus on what we think are the priorities. Doing this is essential at times, to get done what we need to get done, for ourselves and for the community we serve. However, it is dangerous to constantly look through a narrow lens. Lets use a photo to explore this. Right now, all I am going to allow you to see is this:
What do you think is going on?
Nearly all your focus is going to be about this lady, checking in on her. Maybe wondering is she warm enough? Is she talking to herself? Is she OK? Why is she there? But before we start getting ahead of ourselves with presumptions and starting an action plan for her, I’m going to shift our lens and go a bit wider. We now have this:
How has this extra piece of information shifted your thinking?
We should now have different questions or thoughts. Some of our anxiety may be lessened, she clearly isn’t alone, that look on her face is more likely to be focus or enjoyment. However, that double bass player has her back to her, is he not engaging with her, is there a reason for that? Where should we look now? Should we be zooming in on him, back on her, or take a moment to look at the whole picture? I vote for the whole picture; (with thanks to Leopold Biget who has placed this photo on Pexels)
The whole picture
Do you have different questions now? Are some of earlier questions already answered? Do you want to focus on something else? Does this need any more of your time and energy, can you enjoy the moment and then move on?
When I see this, I also realise that the perspective of the photographer is as someone in the audience, I would quite like to see through the eyes of the musicians, including the woman (is she a musician/singer or someone who has come across this three piece street band and is enjoying the music?) but this is the view the photographer chose (I wonder why?) Choosing to look at things from a different perspective, or through a wider lens does bring more questions, but can also generate discussion and give greater understanding. We can discover things we need to celebrate by bringing the focus back out again and capturing the ‘whole’, or by focusing in on something good or positive that happened. We can also turn the lens back on the road travelled already and reflect on what we have achieved. Sometimes we need to take the lens off work altogether and focus it on ourselves, our family and our friends. We often talk about capturing the pupil voice, or the parent voice in SEND, and it is vital. This is not though about turning your lens onto them, but by giving them the lens, asking them to focus it, and then looking through the lens how they have placed it. By doing that, you can also invite them to look through your lens and through doing all of that, greater understanding can be achieved and co-production is in your grasp. Asking staff where their lens is pointed and encouraging them to either focus more narrowly, or to widen their lens out can also be a powerful way to support identification, individual outcomes and wider school development. The power of perspectives for SENCOs is in knowing your own, recognising others will be looking the same way but through a different lens, or at something completely different! Taking time to look through a different lens, to acknowledge other perspectives and accommodate those perspectives whilst explaining your own, will support your well-being, and you job satisfaction. One final note, reflective supervision is an incredibly powerful tool to safely explore and question your perspective, or a place to shift your lens and think about what you are seeing without judgement. Let me know how you manage to change perspectives, or what lens you are going to be looking through in this next part of the year.
Further thought for reflection: (from Anita Devi) When colleagues in your setting see your role, are they just looking at you or the whole picture? What behaviours would help them see the whole picture (i.e. SEND is everyone’s responsibility)?
Welcome to January 2022! The previous year has drawn to a draw to a close and I am reminded of the assembly I would do every year about the Roman mythological god Janus, known for doors, gates and transitions. He also allegedly has two faces; one for looking forward and one looking back! I have gone back and re-read my first blogs for #TeamADL, from March and April 2021. I’ve reflected on what we have all achieved and faced in this last 12-18 months. This reflection has taken me back to the map and the suitcase discussed then and now I am thinking about the mode of transport; how we get to those points in the map, what we use to carry our suitcase, and how well we look after this transport. This got me thinking about resilience!
Resilience (according to the charity Mind: is not just your ability to bounce back, but also your capacity to adapt in the face of challenging circumstances, whilst maintaining a stable mental well being. Resilience isn’t a personality trait – it’s something that we can all take steps to achieve. The Mental Health Foundation/The Faculty for Public Health (2016) says Resilience refers to our ability to cope with the normal stress of life as well as being able to bounce back from crises. And the Oxford English Dictionary says the ability of people or things to recover quickly after something unpleasant, such as shock, injury, etc.
However, in my conversations with people and what I have seen on social media, it seems that we all just need to be more resilient and everything will be ok. Will it? That to have resilience is to carry on regardless, ignoring the indicators and the warning lights in our transport as we just need to get on and get it done! Really???
Of course, this is not what resilience is! We need to reclaim resilience and use it to support our emotional, physical and mental well being. We cannot just carry on, with dents and scratches, broken cogs or flat tires in our transport. We cannot just follow the map and ditch the tools we carefully placed in the suitcase! If resilience is to be our mode of transport, then we need to look after it, service it regularly and have those annual (termly) MOTs! This is a good time to start.
As we step into a new year, let’s think about what a SENCO well being MOT would look like and then let’s make sure that there is a garage on our map that we visit regularly:
First and foremost, fuel. We cannot let the tank run dry. We cannot go from completely full to completely empty! Let’s make sure that we have good quality fuel entering our systems, and yes, the occasional treat too!
Secondly, any bits that appear to be a bit bent or broken, spend time on getting them fixed. This might be with professional help such as a supervisor or counsellor, or through collaboration with peers.
Park it and rest! Quality sleep and quality down time, put work away for a decent length of time.
A thorough MOT at the start of the new year will set you up well, and if a lot of work needs to be done, you definitely need to think about those regular trips to the garage, as part of your on-going lifestyle choices:
> Daily fuel top ups! Ensure they are healthy! This way you will never hit empty. This is in the physical sense (make sure you eat your lunch), but also in the emotional and mental sense (daily affirmations, laughter, pauses).
> Spotting potential worn out parts, fixing the crack before it becomes a smashed windscreen, buffing out the dents and the scratches. This may be regular trips to the gym, swimming pool, dance class, or it could be that regular chat with friends and family or doing that hobby you love.
> Parking it daily, turning off the engine and resting. In other words, a decent amount of sleep and quiet time to yourself with a good book, a podcast, TV show, or a chat with a mate and having a really good laugh.
What’s key is you are intentional and insert these into your diary! Yes, we all need resilience, and yes it can really help us, but we all need to look after it too, develop it, nurture it and appreciate it and then it will get us to where we need to go!
I wish you all productive and enjoyable January, and look forward to talking to you again in February 2022.
Mind website and Education Support who have some good resources, and have recently published the 2021 Teacher Well being Index (which they have now run for 5 years, and it encompasses all education staff).
This month, I want to look at collaboration. Within the education sector, this is perceived as a desirable engagement activity. So, here’s my first question, what does it actually mean?
According to Wikipedia ‘collaboration is the process of two or more people, entities or organizations working together to complete a task or achieve a goal’. The Collins dictionary defines it is ‘the act of working together to produce a piece of work, especially a book or some research’. The dictionary further lists its synonyms as teamwork, partnership, cooperation, association.
Question 1: What does collaboration mean to you in your role? When picture in your mind does it conjure up?
When I hear the word collaboration, I think of this image:
My metaphor image for collaboration (royalty free image)
When collaboration goes well it is harmonious, validating and truly is good for our wellbeing. So yes, it is a desirable activity to engage in. However, my research has led me to appreciate there are some pitfalls when it comes to collaboration. Let me explain through four more questions … so that you can avoid them!
Question 2: Are you with the best collaborators? Sometimes we engage with collaborators out of convenience. Maybe they are the professionals that your school is contracted to work with, or SENCOs in a local networking group. Whilst these relationships can be very beneficial, if you are collaborating make sure you are all clear on the why and the how. Maybe it is helpful to ask some sub-questions:
Why are you collaborating currently?
How will you interact with each other and what will you be responsible for?
Are you playing to your strengths and enabling them to play to theirs?
Question 3: Who gets what? Sometimes collaboration is a barter system, I can share X, if you can share Y, or I can deliver X training to your staff/team, if you deliver Y to my team/staff. This is powerful collaboration if people are properly credited for their work, and the ‘swap’ is considered ‘equal’. The other collaboration is when something is jointly produced, maybe a model policy for all to use, or a training module, or resource creation, and personally this is the collaboration that I loved! Sharing skills, thoughts and experiences and ending with a final item/thing for all to then use feels so very productive and will nearly always be better than what you can create in isolation. But be clear through the process who and how it is shared with, and that those involved get credit. For example, if you produce a model policy, will it be for just the schools ‘in the room’ or for the whole LA, all trusts with representatives in the room, or shared nationally/internationally?
Question 4: Are there time management considerations?There may be pressure to meet regularly, and this can be helpful. However, make sure that there is an agenda and that you are only agreeing to do what you know is possible from your end, especially for any work that you need to do on your own between meetings. Not all collaboration occurs when the collaborators are in the same room. This is part of the negotiation process. It is OK for an agenda item to be ‘catch up, but make sure that this is not the whole meeting!
Question 5: Is it good for you? This is the crux of collaboration, ultimately there needs to a benefit, whether it is you personally as it is fulfilling your #Senco5ADay well being, or because your school/community/children will have improved/enhanced outcomes from it, or you are widening your experiences and networks. As you build your networks you will realise who are great collaborators, who are good collaborators and which personalities/styles you enjoy working with. Yes, joy is an important factor in positive collaborations!
It is also important to remember that collaboration is different from co-production, although you cannot have effective co-production without collaboration! A subject I will look at for this blog in 2022.
In the spirit of collaboration, Anita Devi and I are underway on the writing of our SENCo well being book for 2022, and we would love to hear from you! If you have any top tips, strategies & anecdotes please send your contributions to sencocoaching@gmail.com We will naturally attribute your contribution. Also if there are any subjects you would like me to investigate in this blog, please let me know!
‘Stress should be a powerful driving force, not an obstacle’ Bill Phillips
This month, I am delighted to hand over the reins of the Wellbeing blog to a guest, Arlene Kyle, as I ask you to think about stress and your relationship to it, prior to the International Stress Awareness Week 1-5th November 2021.
Arlene is based in Scotland and comes from a social care background (and has qualifications in coaching and supervision). She is now the director of Roots and Wings Social Care, working as a personal transformational coach. We connected over our similar experiences, then realised we shared a desire to make the work-lives of those in the public sector more self-care friendly and brainstormed how to raise awareness of what can be done to reduce stress, burnout and improve work/life balance.
As you read her story, please think about what stresses you are living with and how you respond to them.
I was addicted to stress, but it was my enemy, and it was costing me my career and my health. The shocking discovery I made was that I was creating and adding stress to my own life! I would procrastinate with deadlines, set unrealistic expectations, strive for perfection, adding stress to already challenging situations. I was mentally and physically exhausted and forced to walk away from my job at the pinnacle of my career – I hit burnt out.
Now well-being and self-care are the ultimate goals for everyone. Stress is considered as toxic and to be eliminated from life. My burnout experience was evidence to support this theory and so I began a quest to live a ‘stress free life’. This lasted three hours! Partly because of my ‘habits’ in making life more stressful than it needed to be and because it’s impossible to eradicate stressful life events.
Stress is inevitable! Life circumstances and milestone events including births, deaths, marriages, separations, changes to job and home, are things that we all experience. There are even rating scales to determine how stressful we can expect these life events to be. This sets expectations as to when stress should be present and how much it should impact us.
This got me really thinking about stress, I can’t avoid it or prevent it, in fact I should expect it! I then realised that I need to put my energy and focus on the things that I can change and not on the things I can’t, so I decided to change my relationship with stress.
What if stress could motivate, drive, or even energise us? What if we could change how we view, react, and respond to stress to have a healthier relationship with it?
Harvard University researched the power of our mindset and belief systems around stress and discovered that if we change our mind about stress, we can change our bodies response to stress.
Typically, when we are experiencing stress our heart rate increases and our breathing becomes faster – many of us are conditioned to experience this as negative. However, participants in a 2012 study conditioned themselves to view stress signs as helpful. Their increased heart rate was preparing them for action and increased breathing was transporting more oxygen to the brain to help them think with clarity. The participants who learned to view the stress response as helpful to their performance were less ‘stressed out’ and became more confident. This wasn’t all in their mindset and attitude, their physical stress responses changed too – their blood vessels stayed healthier and more relaxed. Over a lifetime of stressful experiences this one simple biological change has the potential to make a significant impact to life expectancy and overall health.
How we think about stress matters. If we view stress as our body helping us rise to the challenge, the body believes this and so responds accordingly, and so the stress response becomes healthier. This changed my relationship with stress, I’m no longer addicted, or view it as toxic, or waste time and energy trying to prevent or avoid it. I experience it in a different way now and have a healthier relationship with stress.
A huge thank you to Arlene for allowing #TeamADL to publish her first written blog, and we both hope it has got you thinking about how you think about stress. Don’t forget to engage with ISMA and please promote International Stress Awareness Week where you can. (1-5th November).
“Hope sees the invisible, feels the intangible, and achieves the impossible.” – Helen Keller
This may seem a couple of weeks out of date, but Happy New Year! I hope you are relaxed, rejuvenated and raring to go!
Flashback: Typical ‘non-contact’ time half day as a SENCO
/ Sitting in the office with to-do list open at 1215 …
/ Lunch getting ignored beside me …
/ LSA appears as there’s a child shouting at adults and threatening to escape …
/ They don’t want to bother the class teacher as they know he is ‘one of mine’ …
/ Speech and language phone to discuss a concern following an initial assessment conducted that morning …
/ Email comes through to say more information is needed following a request for support for educational psychology …
/ Parent calls as they are anxious about the review to be held next week and they are struggling to get time off work to attend …
/ Teacher on PPA comes to seek advice regarding a dyslexic child and the English planned for next week …
/ Then it is 4pm and nothing on the to-do list is done, I feel emotionally drained, all hope lost?
Let’s look at three key strategies we can ensure that we hold on to and nurture hope:
Manage our to-do lists effectively
This may be a strange place to start, when talking about something as nebulous as hope. However, stay with me here! Everyone has some system or function around to-do lists/tasks to complete, and for many at the end of the day/week/month it appears that not all that should be done are done, and so we enter the realm of frustration, anxiety and our little light of hope dwindles. BUT, is the crossed/not crossed off list at the end of the day a true reflection of what you have done? I’ll bet a small wager that it isn’t! We are all aware that there are fire-fighting elements in this role, as well as the unexpected phone call, unplanned event or surprise meeting we get called into-are these on the list? Are the actions that arise from them on the list? At the end of every day put on and then cross off (maybe in a different colour if that helps you) all the things that you weren’t planning to do but you did, and make sure that any actions arisen from the unexpected are also added on, even if they are not completed (yet).
Suddenly, the to-do list more accurately shows the ‘done’ list and you are aware of all that you have achieved! The light of hope is fed, and there is potentially more evidence for your discussion with a line manager about what your workload is (as opposed to what you/they think it is!)
Also remember those things that you may not think of as a ‘task’ but have eaten into your time should be on this to do/I have done list (I’m thinking here of all those things listed in the (true) scenario at the start).
Do look at the TeamADL site, we have a number of tools to support SENCOs manage their time and to-do lists
Capture the positives
Keep growing that file, pages in a journal, desk drawer or whatever you use to ensure that you do have a good reminder of everything that you and the team are doing well. Big, small, from the child, the parent, the staff member, or your note to self. There is also something so hopeful about sharing a positive with a member of staff, parent, or child. I love using postcards with lovely photos on. They don’t have to be wordy, they don’t have to be huge accomplishments, but share the positivity and reap the reward from both giving it and receiving it!
Collaborate and connect on the big stuff
Hope grows when it is magnified and shared. When thinking about some of the tough things on the horizon, the big questions we will all have to grapple with, it is easier to do it as a group, be that within your school, MAT, locality, LA or through organisations like #TeamADL. We all want you to be successful, we all want children to achieve, we all have hope for the future, so let’s work together and nurture intangible hope as we build a tangible successful system.
We love to get it, we try and remember to give it, we often forget is soon after it is given to us, and sometimes there’s a niggling voice in the back of our head that says, do we really deserve it?! That voice always needs drowning out!
As we round off this very challenging and unique academic year #TeamADL once again dedicated 1st July to #SLAD, a growing annual event that gives anyone the opportunity to nominate a SEND Leader/Practitioner for a certificate of appreciation and a mention on the wall of appreciation. In fact, I was so excited to see it all I ‘jumped the gun’ and announced it half a day early! (whoops!) I also got goose bumps from reading all of the wonderful messages about staff who are valued for doing their job so well.
I know there are many staff, parents and children who appreciate the hard work that dedicated and committed SEND Leaders and support staff are doing all round the world to support our children and young people with SEND. Many of you, may not yet have heard of SLAD, and are giving words and notes of thanks (get #SLAD2022 in the diaries!). But I wonder how many of these hard working SEND staff really stop to notice the appreciation given and how many store it away in their well-being pot to help sustain them through the tricky patches? Am I talking to you here?
So, my challenge to you for the end of term and summer is not only to relax, but to hear, notice, claim and retain the appreciation sent your way. If you have a journal, have a few pages dedicated to the thanks and appreciation you receive, jot them down along with the person and the date. If you get cards and notes, store them away in a special folder, when something particularly lovely is said about you in a report, in a meeting or in your performance management or appraisal meeting, get it copied and physically store it too. When you are having a tricky day, open them up and read them, remember them, feel the emotion and appreciation in them and allow it to replenish you.
When appreciation or thanks is given, please accept it with grace and confidence, it is given because you deserve it, because someone wishes you to know it and so allowing yourself to accept it in the manner it is given also nourishes you, and the person giving it!
Finally appreciate yourself, allow your inner voice to give thanks and gratitude to yourself, notice when you have done something well, when someone is able to respond positively, when a plan comes together. Self-care is not selfish, it is necessary. Keep a page or two in that book of appreciation or your journal for you to remind yourself of how good you are, of what you have done well and what you have done to look after yourself. Use these in your self-affirmations and to drown out that little niggling self-defeating voice that tries to rob you of the appreciation in your well-being pot.
A grateful heart is a beginning of greatness. It is an expression of humility. It is a foundation for the development of such virtues as prayer, faith, courage, contentment, happiness, love, and well-being – James E. Faust
I would love to know what is going into your well-being pot on the theme of appreciation, please share with us all in the comments.
In the #Leader5ADay blog earlier this month, Cole shared his thoughts on change My focus today is on transitions. For SENCOs there always seems a lot to do and demands placed upon us, whether it is because there will be farewells, new children, young people and families, new staff, new classrooms, new routines or even a new school to plan for.
The official dictionary definition of transition is:
A change from one form or type to another, or the process by which this happens.
What we know is, change can be difficult, but change is necessary for growth. A key focus is how can we support our learners and staff so that transition goes smoothly, without us spending hours on paperwork or in meetings?
Working with staff and families, I came up with a process called ‘scoping the essentials’. It is about sharing what do the people who will encounter this learner need to know.
This method really comes into effect when transitioning between primary and secondary, when there will be lots of teachers, form tutors and support workers having to get to know a multitude of new learners and cannot hold every single piece of evidence in their head or have it instantly to hand. It also works well between year groups.
To scope the essentials, focus on
3 must knows
5 should knows
5 would be good to knows
These 13 nuggets of information gleaned from talking with the child and family, can be recorded on a single sheet of paper, possibly with a photo. What this provides is a powerful and effective overview document for all staff. In the long term this can also reduce your admin and paperwork, as you can do a check and update every year. The one sheet of paper is vital. Many schools use 4 to 5-page passports. This is hard for staff to retain. Any information, we have about learners needs to be used “at the point of planning and the point of delivery”, as Anita Devi often says!
Every learner is unique, so focussing on triggers, hooks, behaviours, routines, preferred communication, interests, required equipment and friendships. This will enable teachers to adapt their high-quality teaching, make reasonable adjustments, whilst still maintaining their classroom management. It’s similar to a one-page profile, but with a different focus.
Flip the process
Scoping the essentials can be flipped on its head, so families also receive the must knows, should knows and the good to knows for them about the school / setting. This could be stylised as a FAQ sheet.
Now let’s focus on you:
Are you moving into another role or is your role evolving?
What should you leave behind?
What should you take into the next year?
What should you ask for?
What would you like to do differently next year?
Make time to truly reflect and celebrate all that you have achieved, by yourself and with colleagues, learners and their families. If moving on, ensure the person sitting in the chair next has a good map and all the tools required. (A must knows/should knows/ good to know crib sheet would be gratefully received I am sure). If you are going into a new setting, you absolutely can ask for a ‘knows’ sheet, and try to have some time this term to shadow/explore the next role/setting with the incumbent.
If you are staying in the same role, but want to do things differently / better next year – would a must know/ should know/ good to know document help others understand your role and the pressures you face?
Finally, to all of you, remember to plan an effective wellbeing transition into the summer holidays. That does not mean falling exhausted and ill into your bed and not resurfacing for a week! Yes, holidays are for resting, reflecting, recharging, but most importantly they are for reconnecting and for enjoying! Make time to plan these last few weeks carefully so that you can have a fantastic summer and plan those holidays and that you are not endlessly picking up bits of work or switching on the laptop to check emails!
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
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 Questions
What does this mean for a SENCO?
Application
Senco5ADay
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 year
Purpose
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 Mapwith 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:
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
SENCO Wellbeing 