Special educational needs and disabilities coordinators (Sendcos) interact with a wide-ranging bunch of external agencies - you could be talking to educational psychologists, paediatricians and social workers one day, and charities the next.
So how do you interact effectively with such a varied range of organisations? Here are my top tips to help you deal confidently with anything they throw at you.
1. Keep all pupil and school information in one place
Those referral forms - where do I start? These can be hugely time-consuming to complete but I’ve found the secret to speeding up the process lies in your school data management system. At my school, we use a computer program that allows you to access pupil and parent details, attainment and progress data, and attendance information all in one place.
This may not be ground-breaking, but the new system has significantly reduced the time we spend filling out forms. Previously, I had to collect a key to get into the main cupboard from where I could unlock the filing cabinet containing pupil records, then access our pupil data system to look up attainment and progress - you get my point.
Also, if you know you are likely to use this form again in future, complete your details and the school’s and save this as a template, thus supplying yourself with a partly pre-populated form for subsequent referrals.
2. Write supporting letters for parents/carers
Many external providers receive referrals directly from parents, particularly medical professionals, and you can help your pupil and their family by writing a supporting letter. I have had real success in speeding up the screening process for many pupils, particularly those displaying mental health needs, through an initial letter to the family GP.
Indeed, some of the most powerful experiences I have had in my role as a Sendco are where I have attended paediatrician’s appointments with the pupil and their family. This kind of collaborative team working has always resulted in quick, positive outcomes for the children concerned.
3. Understand the constraints
Services are hugely stretched. In my local area, waiting times for mental health support, speech and language therapy, and paediatrician’s appointments - to name but a few - are lengthy. Remember that this isn’t the professional’s fault and that they are under enormous constraints and pressure to meet targets.
Unfortunately, Sendcos often end up being a sounding board for parents - and it is easy to become frustrated ourselves with the process. Be persistent when pursuing referrals, ensure you have told the agency what the school has already tried and try to persuade them why your case should be a priority.
4. Be part of the process
Another option is to become part of the decision-making process yourself. Some external agencies welcome school-based practitioners sitting on their panels and helping them sift through referrals to decide which has the greatest need and should be prioritised.
Unfortunately, this does not entitle you to bypass the referral system, but it does mean that you know exactly how the process works when it comes to submitting your own referrals.
Building a rapport with external providers can also be beneficial. I have termly meetings with our local educational psychology team where we discuss referrals prior to submission. This is important as they can advise if a referral is appropriate and they know what work is coming their way. They also get to know you a little and it means you know who to speak to if you have concerns about the process.
I always try to send through an agenda prior to these meetings, detailing the pupils who will be under discussion and their areas of need. My professional contacts report that this is rare but very useful in their planning and allocation for referrals. Furthermore, it keeps those professionals onside.
Some of these suggestions, like attending appointments or sending through agendas prior to meetings, are time dependent, and I appreciate that many Sendcos do not receive the non-teaching time required to fulfill the demands of the job. However, these tips will hopefully help to reduce the burden and stress that can sometimes ensue when you hear those words, “I think we need a referral…”
5. Other key tips:
- Be persistent: If you don’t get a response, contact again and again.
- Keep any names and telephone numbers for future reference. I suggest a dedicated address book - if you speak to somebody, establish who it is you are speaking to and if possible obtain their direct telephone number (enabling you to bypass the switchboard operator or triage system the next time you call). It’s also helpful to find out the name of their boss and any administrative staff. Update your book at least once a year.
- Ensure you provide as much detail as possible when making the initial referral; the more details you give, the clearer the picture the practitioners allocating the cases have.
- Print out and keep paper copies of referrals, noting the date it was submitted. Contact external agencies for confirmation of receipt if you haven’t had one after two weeks.
- Keep contacts onside. Many visiting professionals spend their days hopping from one school to the next. Offer a drink and snacks, or even arrange a working lunch provided by school. It often means you will get a bit of extra time from them, or they will be more willing to put a little extra effort in on your behalf.
Matthew Wigg is the inclusion manager at Wensum Junior School in Norwich
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