SENCO

Working with Parents and Carers

Working with parents and carers is key to the SENCO role. It is vital that parents and carers know the name of the SENCO and how to contact them at the school. 

What the Code of Practice says

The Code of Practice makes it clear that parents or named carer must be fully informed at all stages of the graduated approach, starting with initial concerns. 

Parents and carers know their children best. The SENCO needs to encourage the regular sharing of that knowledge and experience through -

  • meetings (formal or informal)
  • letters
  • phone calls
  • home-school diaries

Parents should be invited to all reviews of their child’s needs and progress.

SENCOs should always keep records of all meetings which are clearly dated.

The SEND Code of Practice also states that schools must provide an annual report for parents on their child’s progress. Most schools will want to go beyond this and provide regular reports for parents on how their child is progressing.

Where a pupil is receiving SEN support, schools should talk to parents regularly to set clear outcomes and review progress towards them, discuss the activities and support that will help achieve them, and identify the responsibilities of the parent, the pupil and the school. Schools should meet parents at least three times each year.

These discussions should be led by a teacher with good knowledge and understanding of the pupil who is aware of their needs and attainment. This will usually be the class teacher or form tutor, supported by the SENCO. It should provide an opportunity for the parent to share their concerns and, together with the teacher, agree their aspirations for the pupil.

A record of the outcomes, action and support agreed through the discussion should be kept and shared with all the appropriate school staff. This record should be given to the pupil’s parents. The school’s information management system should be updated as appropriate.

It is important for Post 16 Provision to note that “After compulsory school age (the end of the academic year in which they turn 16) the right to make requests and decisions under the Children and Families Act 2014 applies to them directly, rather than to their parents. Parents, or other family members, can continue to support young people in making decisions, or act on their behalf, provided that the young person is happy for them to do so, and it is likely that parents will remain closely involved in the great majority of cases.”

The SEND Code of Practice Chapter 8, Point 8.14 sets out the specific decision making rights about EHCPs.

Considerations when workings with parents and carers

When working with parents and carers it is important to consider to -

  • ensure an accessible and confidential meeting space is available
  • be mindful of parent/carers own needs. For example language barriers, hearing or vision impairments
  • allow time for an open and sensitive conversation
  • parents and carers may find conversations emotionally difficult (have tissues available for them to access)
  • be mindful that parents/carers may be sharing information that they have already shared with other professionals without feeling heard
  • be mindful that parents/carers may be frustrated that they have found getting support for their child difficult
  • be mindful that parents/carers may be worried/uncertain about their child’s future
  • be prepared to learn from parents, they know their child best and will have numerous strategies they can share
  • be flexible, if a parents strategy is not one you are on board with offer to try it for a couple of weeks and then review it
  • give options
  • establish trust and maintain it by ensuring you deliver what you promise to deliver
  • be honest and realistic about a situation, don’t offer false hope  

Developing collaboration

Engagement with parents is paramount in ensuring effective support for learners with SEND. In developing a positive and collaborative relationship it is helpful to engage with parents in a wider context. This can be done in a range of ways, including -

  • consultation with parents and carers on the school SEND Information Report
  • information events on specific areas of need
  • meet and greet events with key school staff
  • attendance of the School SEND Support Team at key school events
  • open evenings
  • none academic events which encourage families to attend the school (E.g. The Big Draw)
  • school clubs focused on life skills where parents can “work” alongside their learner
  • coffee and cake events which allow learners to engage with each other as well as parents and school staff
  • celebration events which allow recognition in a manner appropriate to the learners needs. For example being present but not having to stand in front of others to collect an award

Support services for parents and carers

For parents of learners with SEND educational provision can be confusing. It is important that parents are aware of services which are available to support them.

Key support services/groups include -

Other Support Services can be found in our Support and Advice directory.