Meet the SENDco
A really warm welcome to you, my name is Madeline Poote and my role here at Long Crendon School is the SENDCo (Special educational Needs and Disability Co-ordinator) and pastoral lead. This means that I work closely with the headteacher and with all staff, parents and carers to ensure that we identify any child with additional needs. We then make adjustments and implement strategies and support to ensure that their needs are met in school.
I have worked in a wide range of schools and have loved gaining experience teaching all year groups in a primary school and being part of the leadership team. I became SENDCo in 2011 after returning to work following the birth of my first child, I now have three children of my own. I have completed the National SENDCo Award, which ignited a real passion for inclusivity and the mental health and well being of children. I feel passionately that all children are incredible and it is important that they all feel this way no matter what their barriers to learning may be. I believe that all children should shine regardless of their ability in whatever area of the curriculum they enjoy. A barrier to learning is like a gate that needs to be opened and by removing this barrier it is then that the child can run free in the meadow the other side and truly flourish!
We are an inclusive school and aim to ensure that a child who needs additional support is happy with the support they receive, for example, some children enjoy going out of the classroom to work with an adult or in a small group, whereas another child may prefer to stay in the classroom. It is vital that we build on a child’s self-esteem and by working closely in collaboration with parents and the child we can achieve this successfully. At Long Crendon School we cater for individuals by creating a personalised SEN Support plan which outlines the key outcomes we are focusing on and a plan of how it will be achieved. This is agreed with parents and we have regular SEN review meetings with parents to discuss progress towards these outcomes. The communication with parents is high priority because working in collaboration we know brings the most positive outcomes.
It is a huge privilege to spend our days working with these amazing young people. At Long Crendon School we have a team of extremely committed teachers and learning support assistants who work closely together to ensure that every child can shine. We gain expertise from outside agencies and professionals such as the speech and language service, educational psychologists, CAMH’s (Child and adolescent mental health team), specialist teaching service, Family Support service, School nursing team and recently we have worked very closely with the PRU (Pupil Referral Unit) on developing strategies for managing more challenging behaviour. All of these services and many others work closely with us on planning the support we provide and we are extremely committed to ongoing SEND training and development for all staff.
If you have a concern about your child, for example, you may have a history of dyslexia in your family and have considered if your child is dyslexic, or perhaps your child has angry outbursts at home or struggles to come into school each day. Whatever your concern please communicate with your child’s class teacher in the first instance in person, by telephone or email. The teacher will welcome a discussion with you because by working together as a team, we can ensure that support is implemented for your child and early intervention is vital to achieve the best outcomes. The teacher will approach me for further support if this is required.
I am very excited to be part of such a wonderful school and team of adults sharing in the unique journeys of children’s lives and observing them flourish. Siobhan Nolan (Year 3 teacher) is working closely with me as a SENDCo in training this academic year. Siobhan is currently completing the national SENDCo Award and we are supported by Hayley Parkin who is our well being facilitator.