Another ongoing SENCo issue is not having a say in key school decisions surrounding inclusion in our schools. Many SENCos report that they have either limited influence or no influence when it comes to inclusion within their school.
As someone who has had experience of this issue in the past, I understand all to well how frustrating it is to have SEND slated in an OFSTED report, and fingers of blame pointed, even when my influence over key decisions within school were marginal at best.
We require clear clarification on Senior Leadership Team status. Either ensure that all SENCOs have SLT status or outline directives to ensure that we have appropriate influence at SLT level in our school, as suggested by the new Ofsted framework. This is not just a matter of compliance but of equity, workload and outcomes for pupils.
If you agree that SENCOs must be given the recognition and authority to lead effectively, alongside protected time, holidays and fair pay, please support and share the national petition. Change will not happen without collective action.
What the 2025 Ofsted Framework Says
The 2025 Education Inspection Framework, effective from November 2025, introduces a distinct evaluation area for inclusion and places much greater emphasis on how leaders ensure that pupils with SEND are supported effectively, how statutory duties are met, and how inclusion is embedded across curriculum, wellbeing, leadership and governance. Ofsted state that ‘Leaders should have a clear and ambitious vision for providing high-quality education to all pupils, including disadvantaged pupils and those with SEND’ (Ofsted, EIF 2025). This ambition cannot be realised unless SENCOs are positioned with genuine authority in leadership.
Beyond Compliance: Why SENCO Leadership Matters
The case for SENCOs being at SLT level goes beyond simply meeting inspection expectations. Best practice in schools means that all key SEND decisions—particularly those related to staffing, interventions, training and resource allocation—should go through the SENCO. Without this, schools risk making well-intentioned but poorly informed decisions that fail to meet pupil need. SENCOs are uniquely placed to balance statutory requirements, pupil progress, staff expertise and long-term planning, and therefore must be central to the decision-making process.
The Current Inconsistency
At present, SENCOs in some schools are fully integrated into SLT, shaping decisions at the highest level, while in others they remain peripheral, consulted only after decisions have already been made. Such inconsistency undermines effective strategy, increases workload, and reduces the impact of SEND provision and overall happiness of SENCos within their roles. Staff deployment, for example, is often determined without SENCO oversight—yet it is precisely the SENCO who holds the expertise to ensure the right adult is in the right place to support the right child.
We don’t expect to have the final say, but we do expect to be consulted about matters related to inclusion.
Our Options Going Forward
To align with the 2025 EIF and embed best practice, we must adopt one of two approaches:
1) Designate all SENCOs as SLT members with full leadership status (and pay to reflect this)
2) Where this is not possible, implement clear directives that guarantee SENCO influence at leadership level.
These should include aspects such as:
- A formalised standing item for SEND/inclusion at every SLT meeting, led by the SENCO
- Protected leadership time for SENCOs to carry out statutory and strategic duties
- A SEND governor who meets regularly with the SENCO and reports to the governing body
- Policy and staffing decisions signed off only after SENCO consultation
- Clear evidence that SENCO data and evaluation informs school self-assessment and improvement planning.
Why This Matters
The 2025 EIF highlights inclusion and SEND as leadership priorities, but the rationale extends far beyond inspection. Schools that embed SENCOs within SLT decision-making structures not only meet external expectations, but they also create more effective, efficient and impactful provision for pupils. Inclusion cannot happen without leadership, and SENCOs cannot lead effectively without recognition, time and authority at the highest level.
Thank you for your support.
Lynn