From classroom teacher to strategic SEND leader: how the NPQ for SENCOs transformed my practice

My route into education wasn't a straightforward one - I came into teaching later than many people, bringing with me a range of experiences that shaped my commitment to inclusion and supporting young people. Before becoming a teacher, I worked in further education and held roles within local authorities, including as an Inclusion Management Officer in Leeds and working with young offenders for North Yorkshire County Council. As a military wife, I also needed a career that could travel with me.

Prior to my earlier roles in Further Education (FE) and Local Authorities, I had already completed a BA, followed by a Master's degree, before later deciding to undertake a secondary PGCE at Leeds Metropolitan University, specialising in Design and Food Technology. After qualifying, I spent many years in the classroom, always with a strong interest in supporting pupils with additional needs and helping every child access learning successfully.

Throughout my teaching career, I worked closely with Special Educational Needs and Disabilities (SEND) teams and gradually found myself drawn towards this area of education. When the opportunity arose to become an Assistant SENCO, I saw it as a natural next step and an opportunity to develop my expertise further. That role confirmed for me that I wanted to become a SENCO, which led me to simultaneously apply for my first full SENDCO post,9 and enrol on the National Professional Qualification for SENCOs (NPQ for SENCOs).

As a new SENCO, the NPQ came at exactly the right point in my career. The programme provided a strong theoretical foundation that helped me make sense of the challenges and responsibilities I was encountering every day. Rather than learning in isolation, I was able to build knowledge in real time and immediately apply it to my role.

The experience was overwhelmingly positive. I particularly valued the blend of online learning, videos, case studies and quizzes, which allowed me to engage with the content in different ways. The in-person sessions were a real highlight. Being able to meet other SENCOs, learn from experienced facilitators and discuss shared challenges was invaluable.

The programme wasn't without its challenges. Being a SENCO is already a demanding role and balancing study alongside day-to-day responsibilities required commitment, organisation and a willingness to dedicate personal time to learning. However, the benefits far outweighed the challenges.

One of the biggest impacts of the NPQ was the confidence it gave me. The statutory responsibilities attached to the SENCO role can feel daunting, particularly when you're new to the position. The programme helped me develop a deeper understanding of legal requirements and my responsibilities as a strategic leader, giving me confidence that I was making informed decisions and fulfilling my obligations effectively.

It also broadened my understanding of how children and young people learn, the barriers they may face and the approaches that can help them succeed. I gained practical, evidence-informed strategies that I could apply immediately, strengthening my effectiveness both as a SENCO and as a classroom practitioner.

The application-based elements of the programme were particularly valuable because they encouraged me to reflect on my own practice and consider how research and evidence could be translated into meaningful action within school.

The impact of the NPQ has extended far beyond my own professional development.

It has made me a better teacher because I now have a deeper understanding of how to identify and respond to pupils' learning needs. The quality of my classroom practice has improved, benefiting not only pupils with SEND but all learners.

As a member of the senior leadership team and SENCO, the programme has also helped me think more strategically about inclusion across the whole school. It has enabled me to contribute more effectively to shaping the school's direction, helping to create a more inclusive and emotionally literate environment where every pupil feels supported and valued.

The learning hasn't just influenced individual interventions or classroom approaches; it has strengthened our whole-school understanding of inclusion and how we can remove barriers to learning for all pupils.

Another standout aspect of the programme was the quality of the facilitators. They created a collegiate-like, supportive environment where everyone felt comfortable asking questions and sharing experiences. Their expertise as experienced SENCOs brought the content to life, and their approach was inclusive, engaging and genuinely encouraging. No question ever felt insignificant, and the sense of professional community they fostered was one of the most valuable parts of the experience.

Completing the NPQ for SENCOs has left me eager to continue developing my leadership knowledge and skills. I am already considering further NPQ study, particularly the NPQ for Leading Behaviour and Culture (NPQLBC), which I believe would complement and strengthen the learning from my NPQ for SENCOs.

I would highly recommend the programme to anyone considering a SENCO role or looking to develop within SEND leadership. It was personally enriching, professionally transformative and has made me a more effective educator. In fact, one of the surprises was how much I missed it when it finished. The programme challenged me, developed me and connected me with an inspiring network of professionals who share the same commitment to improving outcomes for children and young people.

NPQSENCO is one of our most popular NPQs. If you’re interested in joining the November 2026 cohort, we’d encourage you to apply before summer.