SENDCO = Special Educational Needs and Disabilities Coordinator, i.e. a shoulder to cry on, an ear, a voice, a champion, an advocate, a family counsellor, an interpreter, a chaperone, a fan, a messenger (don’t shoot), a friend, a fixer, an inventor, a holder of hands, a promise-maker, the one who always has tissues, a meeting organiser, a reassuring face in a crowded room, a smile, an expert, someone’s last hope, an ally, a connection. The educational professional who campaigns tirelessly on behalf of the children who need more support than most to navigate a system that, at times, seems purposefully set up to make them fail. Phew, now take a breath.
When it comes to being a SENDCO, it isn’t just the magnitude of the job itself, which is as challenging as it is rewarding on a good day, it is also about the little things.
It is the little things that make a difference to the children in our care, whether it be a conversation with teachers, children or parents, allowing a child to eat their lunch in a particular order or be seated in a place that suits their needs, or little thoughtful acts of kindness such as tweaking a worksheet – it is the seemingly trivial acts that can make a big difference.
It is hard being a SENDCO. As an experienced teacher and SENDCO with responsibility for four primary schools, Ginny Bootman would know. When she began her teacher training journey over 30 years ago, it was in a tough school with tough teachers. There was no time for empathy. It was all about survival.
But even then, as a teaching assistant, a class teacher, a head and, finally, a SENDCO, Ginny understood the power she had to make a difference to the children who needed it most by listening carefully and responding with creativity, determination and, most importantly, empathy. Now in her new book, Independent Thinking on Being a SENDCO, Ginny has distilled this understanding into 113 tips for building relationships, saving time and changing lives.
“As SENDCOs, we can help children, often against the odds. When the system seems to be working against us, we can give them what they need in the here and now. I know we never have enough time, but I hope that the many time-saving tips in this book will free up time to do what I refer to as the yum-yums – those precious moments we get to spend with the wonderful children in our care. We help to provide a spider’s web of trust for these children, and my hope is that this book will help readers to consider which threads are already strong and which need strengthening further.”
Perhaps the biggest lesson of all for SENDCOs is this one: you don’t know everything, and that is OK. There are too many issues, too many children, too many families, too many situations and too many variables. No one knows it all, so beware those who think they do. It isn’t only OK to say you don’t know, it is you at your professional best. It isn’t a weakness but a strength.
The book shares practical advice to help readers be the best SENDCO they can be, the SENDCO their children need them to be and the one they know they can be. It is full of tips to save time and energy, little hacks to help readers overcome obstacles and bumps in the road, and proven strategies that will help them build more effective relationships.
“These relationships will benefit everyone who comes into contact with the amazing children in our care. It also extends to parents/carers and to the professional teams outside the school environment who play a part in helping children. Together, we can help children, often against the odds. And we can love our role too; I should know.”
Suitable for elementary, middle and high school teachers and leaders, as well as, as well as parents of children with additional needs.
Ginny Bootman is an experienced teacher and SENDCO with responsibility for four primary schools, as well as a regular speaker at national SEND conferences. She is passionate about the impact of relationships within education, particularly for those working with children with additional needs, and is determined to improve understanding of the pivotal role that these relationships play within the school environment.
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