Tools for Schools
  • Tools for Schools

    Role of SENCos & SENDCos

    The main goal of this toolkit is to support nominated children to stay in the classroom and get the same out of their learning and school experience as their classmates. As a SENDCo your role is crucial to the implementation and improvement of the toolkit and you may be a newly nominated SENDCo to fulfil this role. In school, you will help facilitate teachers use of the toolkit to enable children to hit small, achievable targets.

    The items below are the main areas where we’ll ask for your support. Some are to do with recruitment of eligible children, some to do with the delivery of the toolkit, and some are to help us evaluate it. To say thank you for taking the time to be part of this research, school staff involved will receive £10.

    The¬†first¬†step of the programme¬†(‚ÄėKnow ADHD‚Äô)¬†will involve¬†completing online training¬†which can be completed at any time. This training will consist of some videos and small activities to help you learn about what causes certain children to have difficulties paying attention, being impulsive or hyperactive. Understanding the general causes of these¬†behaviours¬†will help you get to know the specific issues¬†that young people participating in the study may¬†face later in the toolkit.¬†This training will also include more detail on how the toolkit works.¬†

    The¬†‚ÄėKnow the Child‚Äô section of the¬†programme will call for you to¬†organise¬†two meetings¬†with¬†parents,¬†teachers and others involved in the toolkit at the school. These meetings will serve as an opportunity to identify two problem areas where the child is¬†currently¬†struggling and will allow you to complete functional¬†behaviour¬†analysis to understand the pre-cursors and consequences around these¬†behaviours¬†for the child.¬†

    You will be¬†coordinating¬†and supporting teachers and TAs to plan and deliver the toolkit strategies in conjunction with¬†support¬†from parents at home. Your role will also be¬†crucial¬†in assisting teachers and TAs to progress, maintain, and, if necessary, switch strategies.¬†Each module will contain 10 possible behavioural strategies, and each child will receive two modules. You will need to decide collaboratively which strategies to use based on the two behaviours identified in the ‚ÄėKnow the Child‚Äô step.¬†The teacher will then implement these strategies in class.

    After some time working with the toolkit you will be asked to take part in an initial meeting with the research team to discuss the toolkit, as well as attending a focus group with other involved members of staff held for each child to discuss the strengths and limitations of the toolkit. We will also ask you to contact the research team should the need for immediate change arise within the toolkit.