Introduction
As a tutor and former SENDCo myself, I know how misunderstood this role can be. Many parents hear the title and – understandably – assume it revolves around paperwork, meetings and plans in school. (For a formal overview of the role, the professional body NASEN provides a useful summary of the role of the SENDCo.) What is often far less visible is the constant decision-making, emotional investment and strategic thinking that underpin every part of the job. So, what does a SENDCo do?
(If you are new to the terminology, you may find it helpful to take a look at the UK-government’s SEND Code of Practice. And for a parent-friendly explanation of common SEND terms and abbreviations, see our useful SEND links and information page.)
I wanted my audience to see beyond the surface. So I spoke with a SENDCo currently in post in the UK and asked a series of questions designed to go slightly deeper than the usual explanations. These are the kinds of questions parents often wonder about but do not always have the opportunity to ask. My hope is that this interview sheds light on the unseen work, the quiet judgement calls and the human side of SEND co-ordination in schools.
Lucy H. – a SENDCo currently in role
“I’ve been a qualified SENDCo for about three years now, after completing my SENDCo accreditation through the University of Southampton. I work in a small primary school, which means it’s small enough that you know families, staff and children really well, but also that the role is very hands-on rather than something you can do at a distance.
I work part-time, although SENDCo work doesn’t really stay neatly inside contracted hours. The scope of the role, supporting children, working with parents, coaching staff, liaising with external agencies and coordinating provision, has grown steadily, and so has the time it needs. A lot of the thinking and planning happens outside formal time because that’s just the nature of the job.
Being in a smaller setting means I’m very involved in day-to-day school life rather than sitting purely in strategy or paperwork. I really value that, understanding children in context, building relationships with families and working alongside staff to find practical approaches that actually work in real classrooms.
A few years in, I’d say I’m still learning, I suspect SENDCos always are, but I’ve developed a much clearer sense of the balance the role requires.”
The interview
- If parents could see one invisible part of your job that never makes it into school communications, what would it be and why does it matter so much?
Honestly, it’s the amount of thinking that goes on. I carry children around in my head far more than anyone probably realises. I’ll be driving home or making dinner and suddenly something clicks, a pattern, a conversation, something I want to try next. A lot of what looks like a simple decision has come from hours of quiet thinking beforehand. I don’t switch off from it, and I don’t really want to, because getting it right matters.
- What do you wish parents understood about reasonable adjustments and how those decisions are actually made in real classrooms?
I wish parents knew these aren’t just things we tick off a list. Every adjustment has to actually work in a busy classroom, with real children, limited time and staff doing their best to juggle everything. We’re always asking whether this will genuinely help this child and whether we can sustain it. The most effective adjustments are often the quiet ones, woven into everyday teaching so that they support without singling a child out.
- When a child is struggling but doesn’t yet meet formal thresholds for support, what happens behind the scenes and what can parents do at that stage that genuinely helps rather than slows things down?
Usually there’s a lot happening that parents don’t see. We’re observing, tweaking things, talking with staff and building up a picture, sometimes over weeks or months. It can look slow from the outside, but it’s deliberate. What helps most is when parents share what they’re seeing at home and trust that we’re working alongside them. I know waiting is hard, especially when it’s your child, but we don’t forget that.
(For families wondering what formal identification might eventually involve, the government outline of Education, Health and Care Plans (EHCPs) explains the statutory process clearly.)
- What makes you quietly think, this parent really gets it, even if they’re anxious, emotional or frustrated?
It’s when they approach things with openness, even if they’re worried or upset. The parents who stay curious, who want to understand rather than fight, make collaboration feel natural. Those conversations are some of my favourites because they’re rooted in care, not conflict. I genuinely respect parents who advocate, and when we work in partnership, things really do move forward.
- What is the biggest myth about SEND support in schools that you wish parents would unlearn?
That documents equal support. I’ve seen beautiful paperwork paired with average practice, and I’ve seen incredible support that would never look impressive on paper. What matters most is relationships, staff who understand a child, notice small shifts and adapt instinctively. That’s where real inclusion lives.
- Can you describe a moment when a small adjustment made a disproportionately big difference for a child and how that adjustment was spotted?
There was a child who became distressed whenever writing was expected. Once we slowed down and really watched, it became clear it wasn’t behaviour but overwhelm at the starting point. Adding structure and reducing the cognitive load changed everything. Moments like that are quietly satisfying, when understanding unlocks progress. Those are the wins that stay with me.
- What paperwork or process looks reassuring on paper but doesn’t necessarily reflect the quality of support a child is receiving day to day?
Formal plans can feel comforting, and they do have value, but they’re not the full picture. A document can’t show tone of voice, patience, encouragement or a teacher noticing a dip in confidence and responding in the moment. Those human elements are where support truly happens.
- What do SENDCos worry about at night that parents rarely see or hear about?
Often it’s the quiet worries. The children who haven’t fully revealed their needs yet but teachers have expressed concerns about. Whether staff feel supported enough. Whether something important has been missed. Upcoming transitions. It’s not dramatic stress, more a steady sense of responsibility that sits in the background.
- If you could change one thing about how schools and parents work together around SEND, what would it be and why?
I would invest more time in building trust early. When trust is there, difficult conversations are easier and quicker. Without it, everyone is slightly guarded and things take longer to resolve. I genuinely want parents to feel we’re on the same side, because we are.
- What do you wish parents knew about you as a person, not just you as a professional in the SENDCo role?
That I’m not just the role of SENDCo. I’m a parent too, and I understand how protective and emotional it feels when it’s your child. That perspective never leaves me in meetings or when making decisions. I might come across as calm or analytical, but I care deeply. I just try to show it through steady support rather than visible emotion.
- What makes a transition, new class, new teacher, new school, go well for a child with SEND from your perspective?
Preparation and relationships. When children know what to expect, meet people beforehand and feel understood as individuals, transitions become much smoother. I always try to remember that what feels routine to adults can feel huge to a child, especially one already navigating additional challenges.
- How do you decide which battles are worth fighting for a child and which ones you have to park for now?
This comes with experience. I think about impact, energy and outcome, what will genuinely make a difference for the child. Not everything can be pushed at once, and pacing advocacy is sometimes the most effective route. It’s never about caring less. It’s about caring strategically.
- What early signs make you think “this child is going to need more support later”, even before anything is formally identified?
Often it’s small things: disproportionate tiredness, masking socially, uneven skills, quiet avoidance, struggles transferring learning. It’s rarely dramatic. It’s noticing patterns and listening to instinct built through experience.
- How does a SENDCo balance being emotionally invested in children with the need to keep going day after day?
This is something I’ve learned over the past few years. I care about the children genuinely, but I’ve realised sustainability matters. Staying steady and grounded allows me to support them better and for longer. I hold them in mind, celebrate their progress, worry a little about them, and then keep going the next day.
Post-interview update…
With the new SEND reforms announced on 23rd February 2026, bringing renewed national attention and investment into specialist support, I was keen to hear Lucy’s perspective. Moments like this can feel like a genuine opportunity for positive change, particularly for families who have long experienced frustration with the system. I asked her what these developments might mean in practice for SENDCos, schools and, most importantly, the children they serve.
“The new Special Educational Needs (SEN) policy paper sets out proposed changes to how children and young people with additional needs are identified and supported in schools. It aims to strengthen early support and create greater consistency for families across the country.
In my day-to-day work as a SENCo, I see how important early understanding and the right support can be for a child’s confidence and wellbeing. I welcome the focus on earlier identification and closer partnership between schools, health services and families. My hope is that these changes lead to practical, well-resourced support that truly reflects each child’s individual strengths and needs — with parents remaining central to every conversation.“
Conclusion
As someone who has sat in this role myself, none of these answers surprise me, but they may surprise others. The SENDCo role is not simply administrative, nor is it purely reactive. It is thoughtful, relational, strategic and often emotionally-demanding work carried out quietly in the background of school life.
If this interview does one thing, I hope it broadens understanding. When parents and schools appreciate the complexity of each other’s roles, collaboration becomes easier. And ultimately, that shared understanding is what benefits children most.
Big thanks to Lucy H. for her honest and thoughtful answers!
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