Locality Board SENCO Survey 2023-24

The data collected from this survey will be used by your locality board to inform their priorities.

Please can we ask that you spend 10 minutes completing this annual survey thinking about your role as SENCO and the staff in your setting that you co-ordinate.

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* 1. Name

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* 2. Name of setting

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* 3. Your settings locality

Scarborough, Whitby & Ryedale

Hambleton & Richmondshire

Harrogate, Knaresborough & Ripon

Selby

Craven

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* 4. What is your job role, please tick all that apply?

SENCO

Headteacher

Deputy/Assistant Head

SLT

Other (please specify)

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* 5. How would you rate your knowledge of the following areas?

	Excellent	Good	Satisfactory	Poor
Special Educational Needs and Disability (SEND) Code of Practice?	Special Educational Needs and Disability (SEND) Code of Practice? Excellent	Special Educational Needs and Disability (SEND) Code of Practice? Good	Special Educational Needs and Disability (SEND) Code of Practice? Satisfactory	Special Educational Needs and Disability (SEND) Code of Practice? Poor
The local authority's Local offer for SEND?	The local authority's Local offer for SEND? Excellent	The local authority's Local offer for SEND? Good	The local authority's Local offer for SEND? Satisfactory	The local authority's Local offer for SEND? Poor
Your settings SEN report?	Your settings SEN report? Excellent	Your settings SEN report? Good	Your settings SEN report? Satisfactory	Your settings SEN report? Poor
Your settings SEN policy and your role within it?	Your settings SEN policy and your role within it? Excellent	Your settings SEN policy and your role within it? Good	Your settings SEN policy and your role within it? Satisfactory	Your settings SEN policy and your role within it? Poor
The graduated approach?	The graduated approach? Excellent	The graduated approach? Good	The graduated approach? Satisfactory	The graduated approach? Poor
Setting progress targets, tracking and monitoring them for all pupils?	Setting progress targets, tracking and monitoring them for all pupils? Excellent	Setting progress targets, tracking and monitoring them for all pupils? Good	Setting progress targets, tracking and monitoring them for all pupils? Satisfactory	Setting progress targets, tracking and monitoring them for all pupils? Poor

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* 6. How confident do you feel ...

	Very confident	Confident	somewhat confident	slightly confident	not confident at all
using record keeping systems to make sure all staff understand the needs of pupils?	using record keeping systems to make sure all staff understand the needs of pupils? Very confident	using record keeping systems to make sure all staff understand the needs of pupils? Confident	using record keeping systems to make sure all staff understand the needs of pupils? somewhat confident	using record keeping systems to make sure all staff understand the needs of pupils? slightly confident	using record keeping systems to make sure all staff understand the needs of pupils? not confident at all
using assessment procedures to identify difficulties early and put support in place immediately?	using assessment procedures to identify difficulties early and put support in place immediately? Very confident	using assessment procedures to identify difficulties early and put support in place immediately? Confident	using assessment procedures to identify difficulties early and put support in place immediately? somewhat confident	using assessment procedures to identify difficulties early and put support in place immediately? slightly confident	using assessment procedures to identify difficulties early and put support in place immediately? not confident at all
working with support staff to support pupils learning?	working with support staff to support pupils learning? Very confident	working with support staff to support pupils learning? Confident	working with support staff to support pupils learning? somewhat confident	working with support staff to support pupils learning? slightly confident	working with support staff to support pupils learning? not confident at all
working with additional staff specifically to support with SEN?	working with additional staff specifically to support with SEN? Very confident	working with additional staff specifically to support with SEN? Confident	working with additional staff specifically to support with SEN? somewhat confident	working with additional staff specifically to support with SEN? slightly confident	working with additional staff specifically to support with SEN? not confident at all
identifying the right resources and using them to support pupils with SEND?	identifying the right resources and using them to support pupils with SEND? Very confident	identifying the right resources and using them to support pupils with SEND? Confident	identifying the right resources and using them to support pupils with SEND? somewhat confident	identifying the right resources and using them to support pupils with SEND? slightly confident	identifying the right resources and using them to support pupils with SEND? not confident at all
using interventions to support pupils with SEN who are underachieving?	using interventions to support pupils with SEN who are underachieving? Very confident	using interventions to support pupils with SEN who are underachieving? Confident	using interventions to support pupils with SEN who are underachieving? somewhat confident	using interventions to support pupils with SEN who are underachieving? slightly confident	using interventions to support pupils with SEN who are underachieving? not confident at all
monitoring and evaluating interventions you use?	monitoring and evaluating interventions you use? Very confident	monitoring and evaluating interventions you use? Confident	monitoring and evaluating interventions you use? somewhat confident	monitoring and evaluating interventions you use? slightly confident	monitoring and evaluating interventions you use? not confident at all
tracking interventions and staff trained to deliver specific interventions	tracking interventions and staff trained to deliver specific interventions Very confident	tracking interventions and staff trained to deliver specific interventions Confident	tracking interventions and staff trained to deliver specific interventions somewhat confident	tracking interventions and staff trained to deliver specific interventions slightly confident	tracking interventions and staff trained to deliver specific interventions not confident at all

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* 7. How effective is your settings interventions in improving progress for pupils with SEN?

Very effective

Quite effective

Not very effective

Please briefly explain your answer choice

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* 8. How well do you think you and your staff share information and work with parents/carers of pupils receiving SEN support?

Very well

We need more training on it

Other (please specify)

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* 9. How well do you think your staff differentiate their teaching to meet the needs of all pupils?

Very well

We need more training on this

Other (please specify)

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* 10. How well do you think your staff adapt the learning environment to support the needs of individual pupils?

Very well

We need more training on this

Other (please specify)

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* 11. How well do you think your staff support the transition of pupils with SEND?

	Very well	We need more training on this	not applicable
Early Years Setting to Primary School	Early Years Setting to Primary School Very well	Early Years Setting to Primary School We need more training on this	Early Years Setting to Primary School not applicable
Key Stage 1 to Key Stage 2	Key Stage 1 to Key Stage 2 Very well	Key Stage 1 to Key Stage 2 We need more training on this	Key Stage 1 to Key Stage 2 not applicable
Primary School to Secondary School	Primary School to Secondary School Very well	Primary School to Secondary School We need more training on this	Primary School to Secondary School not applicable
Key Stage 3 to Key Stage 4	Key Stage 3 to Key Stage 4 Very well	Key Stage 3 to Key Stage 4 We need more training on this	Key Stage 3 to Key Stage 4 not applicable
Key Stage 4 to Post 16	Key Stage 4 to Post 16 Very well	Key Stage 4 to Post 16 We need more training on this	Key Stage 4 to Post 16 not applicable
Mainstream to Specialist Settings (AP's, TMP or Special)	Mainstream to Specialist Settings (AP's, TMP or Special) Very well	Mainstream to Specialist Settings (AP's, TMP or Special) We need more training on this	Mainstream to Specialist Settings (AP's, TMP or Special) not applicable
Specialist Setting to Mainstream	Specialist Setting to Mainstream Very well	Specialist Setting to Mainstream We need more training on this	Specialist Setting to Mainstream not applicable

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* 12. Cognition and Learning, please rate the following area of needs:

	High priority	Medium priority	Low priority	Not a priority
Dyslexia: Difficulties in reading, writing, spelling, and language processing.	Dyslexia: Difficulties in reading, writing, spelling, and language processing. High priority	Dyslexia: Difficulties in reading, writing, spelling, and language processing. Medium priority	Dyslexia: Difficulties in reading, writing, spelling, and language processing. Low priority	Dyslexia: Difficulties in reading, writing, spelling, and language processing. Not a priority
Dyscalculia: Challenges with mathematical concepts, number sense, and arithmetic.	Dyscalculia: Challenges with mathematical concepts, number sense, and arithmetic. High priority	Dyscalculia: Challenges with mathematical concepts, number sense, and arithmetic. Medium priority	Dyscalculia: Challenges with mathematical concepts, number sense, and arithmetic. Low priority	Dyscalculia: Challenges with mathematical concepts, number sense, and arithmetic. Not a priority
Dyspraxia: Coordination and motor skills difficulties affecting physical movements and coordination.	Dyspraxia: Coordination and motor skills difficulties affecting physical movements and coordination. High priority	Dyspraxia: Coordination and motor skills difficulties affecting physical movements and coordination. Medium priority	Dyspraxia: Coordination and motor skills difficulties affecting physical movements and coordination. Low priority	Dyspraxia: Coordination and motor skills difficulties affecting physical movements and coordination. Not a priority
Dysgraphia: Problems with handwriting, fine motor skills, and written expression.	Dysgraphia: Problems with handwriting, fine motor skills, and written expression. High priority	Dysgraphia: Problems with handwriting, fine motor skills, and written expression. Medium priority	Dysgraphia: Problems with handwriting, fine motor skills, and written expression. Low priority	Dysgraphia: Problems with handwriting, fine motor skills, and written expression. Not a priority
Developmental Delay: Delays in overall development, including cognitive, language, motor, and social-emotional skills.	Developmental Delay: Delays in overall development, including cognitive, language, motor, and social-emotional skills. High priority	Developmental Delay: Delays in overall development, including cognitive, language, motor, and social-emotional skills. Medium priority	Developmental Delay: Delays in overall development, including cognitive, language, motor, and social-emotional skills. Low priority	Developmental Delay: Delays in overall development, including cognitive, language, motor, and social-emotional skills. Not a priority

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* 13. Would you like additional training in any of the following areas, tick all that apply.

Dyslexia

Dyscalculia

Dyspraxia

Dysgraphia

Developmental Delay

Other (please specify)

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* 14. What Phonics approach are you using?

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* 15. Which of the following areas do you think settings need the most support in to effectively support pupils with social, emotional, and mental health (SEMH) needs?

Training and professional development for teachers and staff

Access to specialised SEMH resources and materials

Enhanced counselling and therapeutic services

Collaboration and partnerships with external agencies and professionals

Other (please specify)

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* 16. In your opinion, which of the following interventions do you believe would be most beneficial for schools to implement in supporting pupils with SEMH?

Implementing a whole-school approach that promotes positive mental health and well-being for all students

Providing targeted interventions and support for students with specific SEMH needs

Creating a nurturing and inclusive school environment that fosters positive relationships and emotional support

Implementing behaviour management strategies and positive discipline approaches

Other (please specify)

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* 17. What kind of training or professional development opportunities do you think schools require to better support pupils with SEMH?

Training on identifying and assessing SEMH needs in students

Strategies for creating individualised support plans and interventions

Techniques for promoting emotional regulation and self-management skills in students

Training on trauma-informed approaches and understanding the impact of adverse childhood experiences (ACEs)

Training on supporting students with ADHD

Training on supporting students with Eating disorders

Training about how to help students with anxiety that leads to school avoidance

Other (please specify)

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* 18. SEMH, How confident do your staff feel managing low-mid level classroom behaviour?

Confident

We need more training on this

Other (please specify)

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* 19. SEMH, How confident do your staff feel supporting a child who has more challenging behaviour?

Confident

We need more training on this

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* 20. How do you assess a child's SEMH needs

Boxall

SNAP - behaviour

THRIVE

Other (please specify)

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* 21. Which resources and programmes does your setting currently have in place to support children with communication and interaction needs? Tick all that apply

Individualised Education Plans (IEP's)

Speech and Language Therapy services

Social skills interventions for example Lego Therapy

Augmentative and alternative communication tools

Other (please specify)

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* 22. Are there specific strategies or accommodations in place to facilitate communication and social interaction for these students? Tick all that apply

Visual aids, such as visuals timetables and social stories

Assistive technology, such as communication devices or software

Social skills groups or peer mentoring programmes

Modified classroom environment to reduce sensory distractions

Other (please specify)

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* 23. What training do the staff receive to effectively support children with communication and interaction needs in the classroom? Tick all that apply

Specific workshops and courses on understanding and addressing these needs

Professional development opportunities on assistive technology and communication strategies

Training on behaviour management techniques for students with special needs

Collaboration with special education experts or consultants

Other (please specify)

The following questions are for settings that have KS3 students and above.

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* 24. Which of the following topics is covered in your school's curriculum to prepare students for adulthood? Tick all that apply

Financial literacy and budgeting

Career exploration and planning

Personal and social development skills

Life skills

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* 25. How does your setting prepare students for independent living and decision-making skills? Tick all that apply

Offering life skills classes such as cooking and household management

Providing guidance on renting or buying a home

Teaching problem-solving and critical thinking skills

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* 26. Does your setting offer any career-oriented programs or work experience to help students gain real-world experience? Tick all the apply

Yes, we have partnerships with local businesses and organisations for work experience and visits from professionals

We offer career guidance but not hands-on experience

We offer vocational programs for specific career paths

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* 27. How does your setting support students in developing effective communication skills? Tick all that apply

Offering public speaking opportunities or debate clubs

Encouraging group projects and presentations

Providing opportunities for community engagement and volunteering

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* 28. Does your setting provide guidance and resources for students to plan for their future education and career paths? Tick all that apply

Yes, we have career guidance services

Yes, we offer students access to specialist careers advice services

Other (please specify)

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* 29. Would your setting like further training on Preparation for Adulthood?

Yes