What is a SENCO?

A SENCO (or Special Educational Needs Coordinator) is a key member of staff in schools who ensures that children with additional needs receive the support they need to thrive in education. You may also hear them called Inclusion Leads or SEND Coordinators.

SENCOs work across the whole school, coordinating support for pupils with SEND (Special Educational Needs and Disabilities), working closely with teachers, parents, external professionals, and the children themselves.

We asked some SENCOs to tell us about their roles – here is what they said:

No two days are the same for a SENCO, but their work often includes:

• Identifying children who may need additional support.
• Writing or overseeing Education, Health and Care Plans (EHCPs).
• Liaising with parents, school staff, local authorities, and specialists (e.g. speech therapists, psychologists).
• Supporting teachers to adapt lessons,
• Advocating for children’s needs within the school system.
• Making referrals and attending safeguarding or multi-agency meetings.

Some SENCOs work in mainstream settings, while others are based in specialist schools or resource provisions.

SENCOs are usually qualified teachers who complete an additional postgraduate qualification in SEND leadership (known as the National Award for SEN Coordination in the UK). Many also complete further training in:

• Autism, ADHD, and PDA.
• Mental health.
• Safeguarding
• Trauma-informed practice.

SENCOs are often the first point of contact when a child is struggling to access school life. When working with a PDAer, they may:

• Help identify and understand a child’s demand avoidance profile.
• Make referrals for diagnosis or additional assessments.
• Work with families to implement low-demand strategies.
• Train staff on how to adapt their approach.
• Support applications for EHCPs and ensure the school is meeting their duties.

SENCOs often lead the way in shaping how schools adapt to PDA. These are some of the specific adaptations they may support or implement:

• Reframing behaviour as communication, not defiance.
• Reducing demands and offering choice-based tasks.
• Using trusted relationships to build a safe foundation for learning.
• Creating individualised timetables, including reduced or flexible hours.
• Offering sensory accommodations and calming spaces.
• Training staff in PDA-specific strategies like low-arousal approaches and declarative language.

SENCOs are key in helping schools move away from rigid behaviour policies and toward inclusive, relationship-based practice that works better for PDAers.

PDAers and their families often tell us how confusing and unsettling it can be to meet new professionals – especially when it’s not clear what their job is or what good support looks like. That’s why we asked professionals themselves to tell us, in their own words, what they do. You’ll find their honest, personal answers in the ‘What professionals do’ section of our site.

This is a growing resource, so if you don’t see the role you’re looking for yet, you could ask the person you’re working with to fill in this short form.

Please note: these insights come from individual professionals, not official organisations, so you might find some variation in how people describe their roles. If you’re wondering whether a service you’ve been offered is the right fit, our guides to finding helpful support can help.