In January 2020, the National SENCO Workload Survey Report (“The Time is Now: Addressing missed opportunities for special educational needs support and coordination in our schools”) drew attention to long‐standing issues in SEN provision: workload, insufficient time allocation, under‐resourcing, growing expectations, and the pressure to meet legal requirements under the SEND Code of Practice.
Today, SENCos across my networks report that they are often not even receiving the basic release time outlined in this document, let alone any additional time for the increasing demands. With more and more SENCos reaching burnout, some of whom are reaching out via my SENCO SOS button, this sector of the profession is literally on its knees.
Since this report was published, major pressures — the COVID‐19 pandemic, rising numbers of pupils with SEND, delays in EHCPs, financial constraints in local authorities, stretched staff, and policy changes — have made the situation more challenging.
We cannot go on like this.
This post explores what has changed in the past five years, identifies current issues, and proposes what SENCO release time might look like now to match today’s demands.
If you believe SENCOs deserve fair pay and working conditions – including the protected time necessary to carry out the role effectively – please add your support to this petition:
Key Findings from the 2020 SENCO Workload Report (Pre‑Pandemic Baseline)
- Only 29% of primary SENCOs reported having sufficient time to ensure children with EHCPs receive needed provision; for those on SEN Support, only 19% felt they had sufficient time.
- In secondary phase, even lower: 23% felt they had sufficient time for EHCPs; 14% for SEN Support.
- Many SENCOs lacked administrative support or deputies: approx. 85% had no dedicated admin support.
- Time allocated to SENCO duties was often less than recommended (e.g., 1.5 days in smaller primaries, 3‑4 days in average secondaries).
- Workload was increasing, often including safeguarding and other duties, with SLT and wider staff not always understanding the SENCO role.
What’s Changed (2020‐2025): The Current State of Affairs
Since 2020, several developments have made the SENCO role even more demanding:
1. Increased demand for EHCPs and delays (72% increase in requests since 2019; waits of over a year in some areas).
2. Funding pressures & LA deficits (SEND costs rising faster than funding; Dedicated Schools Grant in deficit).
3. After effects of the pandemic (gaps widened, risk assessments, disrupted learning, more pressure on staff).
4. Policy reform attempts, but slow implementation (SEND Review 2023, but slow local uptake).
5. Worsening waitlists and unmet need (delays, adversarial processes, lack of early intervention).
When Bath Spa compiled their research, they put forward these figures for the % of children with SEND within a mainstream school.
- A ‘lower than average’ range of children with SEND is considered to be 6.7% or less.
- An ‘average’ range of children is considered to be 11.7% (+/- 4%).
- A ‘higher than average’ range of children is considered to be 16.7% or more.
Bath Spa also recognise that there are factors which would increase release time further such as a high number of students with EHCPs, any work from additional qualifications such as also being a level 7 qualified specialist teacher or significant SEMH needs (Bath Spa describe this as supporting a child in crisis, but I would suggest that this can be different week to week and so, this is challenging to take into account unless it is a regular concern within school). With that in mind, any SENCos providing pastoral support should have time in addition to their base hours.
Furthermore, the average number of children with SEND in a mainstream school has significantly increased compared to this original research first published in 2018.
Key Statistics
- In the academic year 2024-25, about 5.3% of pupils in England have an Education, Health and Care Plan (EHCP). Explore Education Statistics
- Also in 2024-25, 14.2% of pupils are on SEN support (without an EHCP). Explore Education Statistics
- So combined, about 19.5% of pupils have identified SEND (either via EHCP or SEN support). House of Commons Library+2Explore Education Statistics+2
- Numerically, that is roughly 1.67 million school pupils in England with some form of SEND. ascl.org.uk+2Whole School SEND+2
It is also useful for school leaders to consider what their SENCo is doing versus what someone else in school (with a lower salary range) could be doing, thus leaving the SENCo more time for completing core SENCo activities. For example, a SENCo assistant could support with:
- Filing
- Writing up reports
- Chasing paperwork from staff
- Various admin tasks such as making scaffolding packs and laminating
- Interventions including pastoral support
- Greeting parents and supporting basic parental concerns and communications
An assistant SENCo does not need to have the SENCo qualification or be a teacher (although they should be encouraged to work towards this if they wish to). They can be an invaluable support to the SENCo, especially in larger or more SEND-heavy settings. Care must be taken to not overload staff in these positions. I have heard of many circumstances where an HLSA is basically completing the majority of the SENCo role without adequate remuneration or training.
With this in mind and for further simplicity, I have taken into consideration the numbers of children with SEND in a school rather than the size of a school when calculating proposed minimum amounts of release time. The original and now outdated 2020 Bath Spa suggestions can be found in the full document.
Please note this protected time should not be used for a SENCo to carry out interventions or any sort of cover (unless in an emergency). If a SENCo is delivering interventions themselves, they should be compensated for this time. Also, this model does not take into account JCQ exam arrangements. This alone can consume a huge amount of time – this can be a job on its own.
It should also be noted that school leaders on the leadership pay scale who are also the school’s named SENCo should ensure that they have enough time to effectively complete the SENCo role. All to often, those in this category have the SENCo role ‘tacked on’ to existing (and often extensive) responsibilities.
Here is my simplified proposal for minimum amounts of protected release time per week and support 5 years on.
Additional notes
- For larger numbers of children on the SEND register, the pattern can be continued in the same increments.
- For caseloads of more than 100, more than one qualified SENCO would be best practice.
- This time does not include cover, interventions or access arrangements, all of which would need additional hours.
Using this format:
For every additional 10 pupils on the register, add one extra day of SENCO time and one additional day of assistant time.
For every extra 5 EHCPs, add 0.5 days of SENCO time.
For example, a school with around 300 pupils on the SEND register and 120 EHCPs would need approximately 5 full-time SEND practitioners, which can be a mix of deputies and administrative support and ideally at least 2 qualified SENCos.
Of course, schools will need to take into account individual circumstances. A school with excellent provision across the board may need less protected time than a school which is at the start of its inclusion journey. Similarly a SENCo in a large school, would need more time to support inclusive teaching and learning in all classrooms regardless of the number of children on the school’s SEND list. SENCo assistants can also benefit any setting to allow SENCo to be able to complete core tasks effectively.
while the model is most relevant to mainstream primary/secondary, specialist and post-16 SENCos may need additional allowances because of complexity, exam arrangements, and caseload. Some schools in my network have 300+ children on their SEND register. These schools need a huge amount of SENCo and assistant SENCo time.
With these figures in mind, here are some example calculations of release time.
Why These Adjusted Release Times Are Needed Now
- Escalated caseloads: More EHCPs, more pupils with SEND, longer waits.
- Additional administrative burden: more meetings, evidence collection, appeals.
- Insufficient support staff: lack of deputies/admin assistance.
- Mental health & SEMH pressures amplified
- Policy demands & compliance pressures greater.
- Delays and backlog keep SENCOs juggling cases in limbo.
Please refer to worked examples at the end of this post.
Current Challenges that Stand in the Way of Adequate Time / Support
- Budget constraints in schools and Local Authorities.
- Funding that doesn’t match demand.
- Recruitment and retention issues (burnout, workload).
- Variation across regions and LAs – postcode lottery.
- Delays in implementing SEND reforms.
- School leaders and governing bodies not fully understanding the demands and breadth of the role.
Call to Action: What Should Be Done
- Schools and LAs to review SENCO time allocation and increase protected time.
- Funding specifically directed to SENCO time, admin support, and deputies.
- National framework and policy to include minimum standards for SENCO release time.
- Monitor % SENCOs reporting they have sufficient time and act on it.
- Ensure that SENCos have LSA time to support with tasks (such as admin) that do not need a SENCo qualification.
Show your support with this initiative by signing this petition to support funding for SENCo protected time as well as improved pay and conditions.
Conclusion
Five years ago, the SENCO role was already under huge pressure. Since then, demands have only grown — more EHCPs, more complexity, delays, stretched funding, and the pandemic aftermath. It is no longer reasonable to expect the 2020 release time allocations (which few SENCos are actually receiving anyway) to suffice. SENCOs need significantly more protected, meaningful, funded time right now. The human cost of under-resourcing, is huge. The lack of protected time doesn’t just impact efficiency—it damages wellbeing and retention. A national framework of protected release time is needed urgently.
Thank you for your support and scroll down for example calculations.
Lynn
Please also refer to:
Example Calculations of SENCO Release Time
Example 1: Hillside Primary School (Small and established systems)
- SEND register: 25 pupils
- EHCPs: 8 pupils
- Base time: 2 days
- Extra EHCP time: 0.5 days
- Total recommended release time: 2.5 days per week
This school may manage well with 2.5 days if systems are established and provision is consistent. A new SENCO, or a school early in its inclusion development, might still require closer to 3 days.
Example 2: Oakview Primary (Growing Needs)
- SEND register: 60 pupils
- EHCPs: 25 pupils
- Base time: 5 days + 1 additional day support (assistant or deputy SENCO)
- Extra EHCP time: 2.5 days
- Total recommended release time: 5 full SENCO days + 1 assistant SENCO day + 2.5 additional days
This level of need points to a full-time SENCO plus significant additional support. Without extra administrative/deputy SENCO capacity, the role would not be sustainable.
Example 3: Highwood Secondary School (high need)
- SEND register: 100 pupils
- EHCPs: 45 pupils
- Base time 5 days + 5 assistant days
- Extra EHCP time: 4.5 days
- Total recommended release time: Full-time SENCO + 5 assistant SENCO days + 4.5 extra days
In reality, this means the SENCO should be entirely released from teaching and supported by at least one deputy SENCO, plus administrative capacity. The workload equates to a team approach rather than a single role.
Example 4: John Walker Secondary (on an inclusion journey)
- SEND register: 35 pupils
- EHCPs: 12 pupils
- Base time: 3 days
- Extra EHCP time: 1 day
- Total recommended release time: 4 days per week
If the school is only starting to embed inclusive practice, the SENCO will need this full allocation — possibly more — to build staff skills, meet statutory duties, and develop systems. Time could be slightly reduced after the school is secure with inclusion.