How to Become a SENDCo

Becoming a SENDCo (Special Educational Needs and Disabilities Coordinator) is a natural next step for teachers who want to make a wider impact on inclusion, pupil support, and whole-school practice.

The SENDCo role blends classroom understanding with leadership, pastoral experience, and statutory responsibilities. 

This guide explains exactly what you need to become a SENDCo, how to build relevant experience while still teaching, and what the transition into the role looks like in real school life.

Key Takeaways

• You must be a qualified teacher and complete the National Award for SEN Coordination (NASENCO) (opens in a new tab) within 3 years of starting the role.

• Relevant experience includes working with pupils with Special Educational Needs and Disabilities (SEND), supporting families, and collaborating with pastoral or external agencies.

• Strong organisation, communication, empathy, and confidence with the SEND Code of Practice are essential skills.

• Teachers can prepare by gaining experience in inclusion-focused roles, strengthening SEND knowledge, and tailoring their application effectively.

What Is a SENDCo?

A SENDCo is the qualified teacher in a UK school responsible for leading SEND provision across a school. 

According to the SEND Code of Practice (opens in a new tab), ‘every school must have a qualified teacher designated as the Special Educational Needs Coordinator’. This distinguishes the SENDCo from other middle leadership roles because it carries statutory responsibility for identification, support planning, Educational, Health and Care Plan (EHCP) processes, and regulatory compliance. 

The SENDCo works closely with teachers, parents, external specialists, and senior leaders to create a joined-up, inclusive approach. 

For more information about the SEND Code of Practice, you can refer to our SEND Code of Practice: Key Points Explained article.

Why Become a SENDCo?

Teachers choose to become SENDCos for many reasons. Common motivations include:

• Playing a direct role in improving outcomes for pupils with diverse needs.

• Shaping inclusive practice across whole departments or the entire school.

• Developing leadership experience that can support future progression, often into Senior Leadership Team (SLT) roles such as Assistant Headteacher for Inclusion.

• Building expertise in statutory processes, multi-agency work, and high-needs support.

• Supporting families and acting as an advocate for children who need additional help.

For many teachers, the role offers the chance to influence the school environment in a meaningful and lasting way.

Do You Need Qualifications to Become a SENDCo?

Yes. The SEND Code of Practice states that ‘a newly appointed SENDCo must achieve the National Award for SEN Coordination within three years of appointment’. Therefore, you do not need the NASENCO award before applying, but you must commit to completing it once in post.

To become a SENDCo you must:

• Be a qualified teacher (QTS, QTLS, or EYTS where appropriate).

• Take the NASENCO award within 3 years of appointment.

• Have sufficient time allocated to fulfil statutory requirements.

Many teachers complete the NASENCO while working as a SENDCo, though some undertake it beforehand to strengthen applications.

What Experience Will Help You Become a SENDCo?

Schools typically look for candidates who already understand inclusion and have experience supporting pupils with SEND. You do not need to have led SEND provision, but you should be able to demonstrate interest, involvement, and initiative.

Useful experience includes:

• Supporting pupils with SEND in your own classes.

• Working with teaching assistants and understanding how interventions work.

• Using support plans, provision maps, or EHCP documentation.

• Communicating with parents or carers about progress, concerns, or strategies.

• Liaising with pastoral teams, safeguarding leads, or external agencies.

These experiences help show that you understand what high-quality SEND provision looks like in practice.

Gaining Pastoral and Inclusion Experience

Many aspiring SENDCos take on broader responsibilities that develop confidence in dealing with behaviour, safeguarding, and family communication. Examples include:

• Serving as a form tutor and supporting pupils pastorally.

• Joining safeguarding meetings or acting as a link between pastoral and curriculum teams.

• Collaborating with English as an Additional Language (EAL) coordinators or behaviour leads.

• Helping to organise wellbeing events, transition days, or parent evenings.

• Mentoring vulnerable pupils or supporting attendance interventions.

These experiences build the emotional intelligence, communication skills, and multi-agency awareness needed for the SENDCo role.

Building Knowledge of SEND Needs

Understanding different types of SEND is crucial for effective coordination. Teachers can develop their knowledge through:

• Completing CPD on autism, ADHD, dyslexia, SEMH needs, or speech and language difficulties.

• Reading guidance from the DfE (opens in a new tab), NASEN (opens in a new tab), and other specialist organisations.

• Observing interventions or shadowing existing SENDCos.

• Working closely with support staff to understand strategies that make a difference.

• Engaging with pupil voice to understand lived experiences of SEND.

This growing knowledge base shows schools that you are committed to inclusive practice and evidence-based support.

Skills and Traits of a Great SENDCo

SENDCos must balance leadership, communication, documentation, and advocacy. Effective SENDCos typically demonstrate:

• Strong organisation – such as managing registers, reviews, referrals, and records accurately.

• Clear communication – such as explaining needs and strategies to teachers, parents, and specialists.

• Empathy and emotional intelligence – such as handling sensitive discussions with care.

• Advocacy – such as championing pupils’ needs and ensuring they receive the right support.

• Collaboration – such as working constructively across departments and with external agencies.

• Understanding of statutory processes – including EHCPs, SEN Support, and legal rights.

• Resilience and problem-solving – such as managing competing demands and unexpected challenges.

These traits are essential for navigating the high levels of responsibility the role carries.

How to Apply for a SENDCo Role

SENDCo vacancies are usually advertised on school websites, local authority job portals, and national teaching job boards. When applying, schools want to see clear evidence that you understand inclusive practice and can take on both the pastoral and statutory elements of the role.

Schools typically look for:

• A strong commitment to inclusion and improving outcomes for pupils with SEND.

• Experience of supporting pupils with a range of needs through effective classroom practice.

• An understanding of statutory duties, including SEND Support, EHCP processes, and multi-agency working.

• Evidence of collaboration with colleagues, teaching assistants, pastoral staff, or families.

• Strong organisation and communication skills, particularly around documentation and record-keeping.

Your application should clearly show how your experience aligns with these expectations and demonstrate your readiness to take on a leadership role within SEND.

Writing a Strong Personal Statement

Your personal statement is your opportunity to demonstrate both your passion for inclusion and the practical skills you bring to the role. It should give schools confidence that you understand what SEND coordination involves and that you can work effectively with staff, parents, and external agencies.

Strong personal statements typically include:

• Clear examples of supporting pupils with SEND and the impact of your work.

• Instances where you have adapted teaching, resources, or the learning environment using pupil profiles or support plans.

• Evidence of successful collaboration with teaching assistants, parents, or specialists such as educational psychologists or speech and language therapists.

• Understanding of the assess–plan–do–review cycle and how you have contributed to it in your classroom or department.

• Demonstrable impact, such as improved engagement, progress, behaviour, or wellbeing.

• A clear motivation for progressing into SEND leadership and completing the NASENCO award.

Aim for a tone that is confident, reflective, and focused on pupil outcomes. Schools are looking for enthusiasm grounded in real, practical experience.

Preparing for the Interview

SENDCo interviews often explore both your understanding of statutory responsibilities and your ability to support staff, families, and pupils. Schools want to see that you can balance leadership, empathy, and organisation.

Common areas of focus include:

• Your understanding of the SEND Code of Practice and how it shapes school responsibilities.

• How you would guide teachers to embed inclusive practice and implement support strategies consistently.

• Experience of managing challenging cases, supporting families, or resolving concerns collaboratively.

• How you would oversee the SEND register, coordinate interventions, or lead annual EHCP reviews.

• Your approach to prioritising workload, organising documentation, and meeting statutory deadlines.

Prepare clear, specific examples that show your impact on pupils or staff. Schools will want to see how your experience translates into leading SEND provision at a whole-school level and how you would contribute to a positive, inclusive culture.

Frequently Asked Questions

Can I become a SENDCo without the NASENCO award?

Yes. According to the SEND Code of Practice, you may be appointed as a SENDCo without the award, but you must complete it within 3 years.

How long do I need to have taught before becoming a SENDCo?

There is no legal minimum, but most schools prefer teachers with at least a few years’ classroom experience so they can draw on sound pedagogical understanding.

Do SENDCos need to teach a subject as well?

This varies. Some SENDCos teach a reduced timetable, while others have no teaching commitments, depending on the size and needs of the school.

What is the salary for a SENDCo?

Salaries vary by region and school type. Many SENDCo roles sit on the upper pay scale or a TLR, and some positions are part of senior leadership.

Is SENDCo a senior leadership role?

Not always, but often. Schools may place the SENDCo on SLT because of the strategic and statutory nature of the role.

Final Thoughts

Becoming a SENDCo is a meaningful and achievable step for teachers who want to champion inclusion and make a difference beyond their own classroom. With the right experience, growing confidence in SEND processes, and a commitment to completing the NASENCO award, teachers can transition successfully into this rewarding leadership role. 

Understanding the responsibilities, building relevant skills, and working closely with existing SEND and pastoral teams can help ensure you are ready to support pupils, families, and staff effectively. As inclusive education continues to evolve, SENDCos remain central to shaping school culture and ensuring every pupil feels supported, valued, and able to thrive.

References

Mandatory qualification for SENCOs (opens in a new tab)

SEND code of practice: 0 to 25 years (opens in a new tab)

Children with special educational needs and disabilities (SEND) (opens in a new tab)

NASEN helping everyone achieve (opens in a new tab)