"Inclusion Isn’t a Fixed Destination; It’s a Continuous Process of Improvement." Interview With a SENCO

In this blog, you will learn:

• About the importance of continuously working towards inclusion.
• About how strong leadership and investment in staff wellbeing can drive genuine inclusive and positive change for children and young people.
• How to find and apply for the best SENCO jobs.

Championing inclusion is central to a SENCO's work and should evolve through ongoing reflection and collaboration. In our latest industry interview, we spoke to a SENCO and Inclusion Leader about the importance of working towards inclusion.

This SENCO and Inclusion Leader is dedicated to promoting inclusive practices and supporting the emotional wellbeing of children and young people, from Early Years through to Post-16. She leads on inclusion, SEND and Social, Emotional and Mental Health (SEMH) across all phases of education.

From keeping pupils at the centre of every decision to challenging systems, this interview offers practical ways to strengthen inclusion and improve outcomes for children with SEND.

Tell us about your career journey so far and your current role

I began my career as a qualified Teacher in Religious Education, PSHE and Drama, which gave me a strong foundation in both academic and pastoral education. Early on, I developed an interest in supporting students with SEND, which led me to transition into a Support Teacher role and later a Pastoral Leader role.

My passion for inclusive education grew stronger when I took on the role of leader for a Social, Emotional and Mental Health (SEMH) provision. I worked closely with vulnerable students to create safe, nurturing environments that supported their emotional development and academic progress.

Currently, I work as a SENCO and Inclusion Leader within my setting and across schools. In this role, I draw on my experience to lead inclusive practices in schools across the community. I ensure that every child and young person can access quality education and support, regardless of their background or needs.

What does a typical day as a SENCO and Inclusion Leader consist of?

My day as an Inclusion and SEND Leader focuses on creating a caring and inclusive space where every child feels safe, valued and ready to learn. This is carried out in close collaboration with colleagues, parents and multi-agency professionals.

I often begin my day by checking on key pupils, particularly those with Educational Health Care Plans, SEMH needs, or those who may have had a difficult start to the morning. I liaise closely with class Teachers and Teaching Assistants to ensure support strategies are implemented and adjusted as necessary. This might include reviewing visual timetables, sensory breaks or scaffolding within lessons.

I spend time in classrooms observing pupils, modelling inclusive strategies and supporting staff with differentiation and emotional regulation approaches. I also work directly with children through interventions or informal check-ins to build trusting relationships and emotional resilience.

A significant part of my job involves working with families through regular communication, Early Help meetings and assisting them with the EHCP process.

I coordinate with external agencies such as Speech and Language Therapists, Child and Adolescent Mental Health Services (CAMHS) and Educational Psychologists to ensure a joined-up approach.

Throughout the day, I help staff by coaching them and providing Continuous Professional Development (CPD) opportunities. I am a contact for advice on SEND, behaviour and inclusion.

I also contribute to strategic planning, analysing provision maps and progress data to ensure support is effective and equitable.

Every day is different, but the consistent thread is a commitment to ensuring that every child, regardless of their starting point, has the opportunity to thrive socially, emotionally and academically.

The role is as I expected: high challenge and high reward. I personally thrive on developing inclusion in schools. I wholeheartedly believe in this work and have an unwavering commitment to removing the barriers to learning that some of our children and young people face.

Reform in the SEND sector continues to be a huge topic of discussion. How have things changed or progressed in the SEND sector over the past 12 months and where do you see it heading?

Over the past 12 months, the SEND sector has seen significant movement, both in terms of policy development and public discourse. While many reforms are still in progress, several key changes and trends have emerged that are shaping the future of SEND provision.

There has been a marked increase in the number of children identified with SEND, particularly those with EHCPs. This has placed immense pressure on local authorities and schools, highlighting the urgent need for a more sustainable and responsive system. 

Funding challenges remain and the white paper expected in autumn 2025 may lead to a formal SEND Reform Bill. This could include changes to EHCP eligibility, a push for early intervention and clearer national standards.

There is a strong policy shift towards increasing inclusion in mainstream settings. The Department for Education is emphasising early identification and support, aiming to reduce reliance on EHC plans and improve outcomes through proactive, school-led interventions.

Plans are also underway to improve workforce readiness through joint strategies between the Department for Education and the Department of Health and Social Care. This includes better training for Teaching Assistants and SENCOs and more consistent multi-agency collaboration. The emphasis is on equipping staff with the skills to meet diverse needs within inclusive environments.

How do you keep up-to-date with changes in the SEND industry?

Staying current in the SEND sector is essential, especially given the pace of reform and the evolving needs of children and families. I use a multi-layered approach to ensure I remain informed, reflective and responsive in my practice.

I actively engage with professional networks such as Nasen, Whole School SEND and the Thrive Approach Community of Practice. These platforms provide access to the latest research, webinars and case studies and offer valuable opportunities for collaboration and peer learning.

I regularly monitor updates from the Department for Education, particularly regarding the SEND and Alternative Provision (AP) Improvement Plan, curriculum and assessment reviews and changes to EHCP processes.

I follow organisations like the Education Endowment Foundation and National Foundation for Educational Research, which publish high-quality research on SEND interventions, inclusion strategies and whole-school approaches. I also engage with academic journals and publications to deepen my understanding of emerging trends.

I prioritise ongoing professional development, attending relevant training, conferences and webinars. I’ve recently completed training on neurodiversity and inclusive curriculum design and I share this learning with colleagues through in-school CPD.

I work closely with other SENCOs and Inclusion Leaders. We share best practices, co-develop resources and align our approaches to ensure consistency and high standards across settings.

Finally, I believe that the most valuable insights often come from the children and families we support. Their lived experiences shape my understanding of what works and where the system needs to improve.

What do you feel can be done to better support the needs of children and young people with SEND?

In my view, several key areas need continued attention and development. I’m particularly passionate about strengthening universal practice. By equipping staff to identify needs early, especially in speech and language, neurodiversity, and SEMH, we can prevent escalation and ensure timely support for children and young people.

I also think the recent Curriculum and Assessment Review rightly challenges the rigidity of academic pathways and the pressures placed on Teachers, children and young people. Learning should be joyful and at times the current system can feel so stretched and at odds. A more developmentally appropriate curriculum would be beneficial in meeting the needs of children and young people. 

Teachers and support staff require high-quality CPD in SEND, inclusive practices and training in trauma-informed approaches, neurodiversity and emotional regulation.

Co-production with families and pupils should be embedded in all aspects of SEND provision. Listening to lived experiences helps shape more responsive and compassionate support. Schools should create regular opportunities for feedback to ensure that the pupils’ voice is central to planning and review processes.

Joined up working between education, health and social care is vital. Streamlining referral pathways, improving communication and ensuring accountability across services can significantly enhance outcomes for children with complex needs.

Finally, change requires strong leadership and adequate funding. Schools need support to develop inclusive cultures and local authorities must be empowered to deliver consistent, high-quality services. The upcoming SEND Reform Bill and national standards offer an opportunity to address these gaps, provided this is implemented with care and consultation.

What is the most rewarding part about working in the SEND sector and being an Inclusion and SEND Leader?

For me, the most rewarding part of working in the SEND sector is seeing the transformative impact that inclusive, compassionate education can have on a child’s life. Every day, I have the privilege of advocating for children who may not always have their voices heard and helping to create environments where they feel safe, understood and able to thrive.

As an Inclusion and SEND Leader, I get to work closely with pupils, families and staff to remove barriers and support inclusive practice. Whether it’s supporting a child to regulate their emotions, helping a Teacher adapt their practice or guiding a family through the EHCP process, each moment of progress, no matter how small, is deeply meaningful.

I find particular joy in celebrating the achievements of pupils who have overcome significant challenges. Watching a child grow in confidence, build relationships or engage with learning in a way that once felt out of reach is incredibly powerful. These moments remind me why inclusive education matters and shapes resilient, emotionally healthy young people.

It’s also rewarding to lead change at a strategic level, develop inclusive policies, mentor staff and contribute to a culture where diversity is embraced and every child is seen as capable and valued. Ultimately, it’s the relationships, the growth and the shared journey of empowerment that make this work so fulfilling.

What’s the most valuable lesson that you’ve learned in your career so far?

The most valuable lesson I’ve learned in my career is that relationships are at the heart of inclusion. No matter how well-designed a provision or strategy may be, it’s the relationships that matter most. The connections we build with pupils, families and colleagues truly drive meaningful change.

My experience in the SEND sector has shown me that every child's journey is unique, and progress varies for each individual. It’s through listening, empathy and consistency that we create the trust needed for children to feel safe, regulated and ready to learn.

I’ve also learned the importance of flexibility and humility, as well as being willing to adapt, reflect and learn from others. Inclusion isn’t a fixed destination; it’s a continuous process of improvement, shaped by the voices and experiences of those we serve.

This lesson has shaped my leadership style, my approach to collaboration and my commitment to ensuring that every child feels seen, heard and valued.

What challenges or obstacles have you faced in your SEND career? Can you share an example of a challenging situation you’ve faced and how you resolved it?

One of the most persistent challenges I’ve faced in my SEND career is transforming practice within an already overwhelmed system particularly when supporting emotional regulation in environments where the workforce is overstretched and emotionally exhausted.

For example in one setting, I was tasked with improving outcomes for a group of pupils with significant SEMH needs. Staff were committed but fatigued, managing high levels of dysregulation daily, often without the time, training or emotional capacity to respond. There was a sense of firefighting rather than proactive support and understandably, staff wellbeing was suffering.

I knew that sustainable change had to start with supporting the adults first. I introduced a phased approach. I created space for staff to share their experiences without judgement. This helped rebuild trust and opened the door to change.

I also delivered bite-sized, practical training on co-regulation, trauma-informed practice and the neuroscience of stress regulation, grounded in the Thrive Approach. This helped staff understand the ‘why’ behind behaviours and gave them tools they could use immediately. I worked alongside staff in real time, modelling de-escalation and emotional regulation strategies and offering reflective coaching afterwards.

We introduced protected time for staff reflection, peer support and clearer boundaries around roles and responsibilities. We co-created regulation spaces with pupils, introduced sensory tools and adapted routines to reduce triggers and predict better.

Over time, staff confidence grew, incidents of dysregulation reduced and relationships between pupils and adults strengthened. Perhaps most importantly, the culture began to shift, from reactive to relational, from exhausted to empowered. This experience taught me that you can’t pour from an empty cup.

To support children with complex needs, we must first invest in the adults around them. Change doesn’t happen overnight, but with empathy, consistency and a clear vision, even the most overwhelmed systems can begin to heal and grow.

What would you say has been your biggest achievement in your career so far?

My biggest achievement to date has been contributing to national practice for children and young people with SEMH needs and helping to shape systemic change in the SEND sector through the development of CPD and training materials.

I led the creation of content and frameworks that supported schools across the country in embedding emotionally healthy, relational approaches to education. This included designing training for staff in both mainstream and specialist settings and developing resources for secondary schools. I also led the Community of Practice to promote collaboration and shared learning across member schools.

What makes this achievement so meaningful is knowing that the work has had a ripple effect, empowering educators, improving outcomes for vulnerable pupils and influencing how emotional wellbeing is understood and supported in schools. It’s been a privilege to help shift the narrative from behaviour management to emotional regulation and to see relational practice become a cornerstone of inclusive education.

Now, in my current role as SENCO and Inclusion Leader, I continue to build on this foundation, bringing national insight into local practice and ensuring that every child and young person has the opportunity to feel safe, connected and ready to learn.

Do you have any tips or advice for anyone considering a career in SEND?

My advice to anyone considering a career in SEND or aspiring to become an Inclusion and SEND Leader is to approach the role with curiosity, compassion and resilience. It’s a deeply rewarding field, but also one that requires emotional intelligence, strategic thinking and a commitment to lifelong learning.

At the heart of SEND work is connection. My advice would be to prioritise building trusting relationships with pupils, families and colleagues. Understanding a child’s or young person’s lived experience is key to supporting their learning and wellbeing.

SEND is a constantly evolving field, so stay curious, engage with research and CPD and seek out communities of practice. Understanding the ‘why’ behind behaviours and needs will empower you to respond effectively and compassionately.

You’ll often find yourself advocating for children whose needs aren’t immediately visible or understood. Be prepared to challenge systems, speak up in meetings and ensure that pupil voice is central to every decision.

Inclusion is a whole-school responsibility and it’s important to invest time in coaching and supporting staff. When adults feel confident and equipped, children benefit.

Every child and every day is different, so stay flexible, creative and ready to celebrate progress as SEND work can be emotionally demanding. Prioritise your own wellbeing, seek supervision or peer support and remember that you can’t pour from an empty cup.

As an Inclusion Leader, your role is both strategic and relational. Keep the child at the centre of every decision and lead with empathy, clarity and purpose.

What’s your vision for the future of SEND services?

My vision for the future of SEND services is one where inclusion is not an aspiration but a lived reality, a system in which every child and young person, regardless of need, is supported to thrive in an environment that is equitable, responsive and emotionally intelligent.

What excites you most about the future of local authority SEND? What policy changes or funding would you advocate for?

What excites me most is the growing national momentum for reform. The upcoming Schools White Paper and the SEND and AP Improvement Plan signal a shift towards a more unified and inclusive system. The emphasis on early intervention, national standards and multi-agency collaboration offers real potential to improve consistency and quality across local authorities.

To make inclusion meaningful, we need a clear and practical definition of inclusive education. This should be supported by consistent guidance on reasonable adjustments, co-regulation strategies and relational approaches that prioritise emotional wellbeing. Emotional regulation must be recognised as foundational to learning, not an optional add-on.

Alongside this, I believe we need sustained investment in Emotional Health and SEMH provision. This includes funding for relational models, specialist staff training and trauma-informed practice that supports both pupils and the adults around them.

Finally, I strongly advocate for policy shaped by lived experience. Co-production must be embedded in all local SEND strategies, ensuring that children, young people and families are not just consulted, but actively involved in shaping the services that support them.

SENCO jobs

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SENCO recruitment services

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If you’re struggling to recruit, we have exclusive access to some of the most experienced SENCOs in the UK.

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Share your experience

Every individual brings a unique set of experiences, thoughts, and insights to the table. We believe in giving a voice to a community of professionals to inspire positive change and champion reform in the healthcare sector.  

If you work in the healthcare sector and would like to share your own personal and professional experiences, we’d love to hear from you. Perhaps you have a different perspective, could offer a fresh angle, or want to challenge assumptions. 

Simply reach out to our Head of Content, Nicole Sherwood, to discuss a collaboration which makes your voice count.

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