SENCO Strategic To-Do List: Preparing for 2026
- Janet
- Apr 22
- 4 min read
Updated: Jun 13
By Janet B
Audit Current Documentation for “ISP-Readiness”
Begin reviewing your existing SEN Support records (Pupil Passports/IEPs). Does your current system allow for digital co-production with parents, as mandated by the new statutory Individual Support Plans (ISPs)? Ensure your current records can easily transition into a standardised digital format.
Create a simple “fields map” that shows how current information (needs, provision, outcomes, review date, parent/pupil voice) will transfer into an ISP, so staff aren’t rewriting the same content in multiple places.
Agree minimum expectations for quality (e.g., measurable outcomes, clear provision language, named adult responsible) and turn this into a one-page checklist for staff.
Test your process with a small sample of pupils currently on SEN Support: time how long drafting takes, identify bottlenecks, and refine before scaling to all “Targeted” pupils.
Plan parent co-production: decide how you will collect and record parent views (online form, meeting notes, phone call log) and how you’ll evidence it for audit purposes.
Set up an annual review cycle (termly touchpoints plus an annual refresh) so ISPs remain “living documents” rather than one-off paperwork.
Draft a Preliminary “Inclusion Strategy”
Map Out Your “Targeted Plus” Partnerships
Starting in the 2026/27 academic year, schools must publish a formal Inclusion Strategy detailing how they use their share of the £1.6 billion Inclusive Mainstream Fund. Work with your SLT now to outline how this funding will be used to reduce reliance on statutory EHCP assessments.
Define 3–5 strategic priorities (e.g., early identification, staff capability, classroom accessibility, targeted interventions, parent partnership) and link each to clear success criteria.
Add a short “What parents can expect” section: how concerns are raised, timescales for response, what Targeted support looks like, and how decisions are reviewed.
Build in governance: agree how often governors will receive an inclusion report (e.g., termly), what will be reported (attendance, exclusions, progress, intervention impact), and who owns actions.
Align your Inclusion Strategy with other key documents (School Improvement Plan, behaviour policy, curriculum intent, safeguarding) so inclusion is not treated as a “bolt-on.”
Plan how you will evidence impact: provision mapping, intervention entry/exit data, pupil/parent voice, and case studies showing reduced escalation to statutory processes.
Map Out Your “Targeted Plus” Partnerships
Identify the gaps in your school's current specialist access. With the new Experts at Hand service providing direct access to Educational Psychologists and therapists, start planning how these specialists will be integrated into your school’s day-to-day timetable.
Create a single “pathway poster” for staff: what concerns stay Universal, what moves to Targeted, when to request Targeted Plus, and who completes which forms.
Agree how specialist advice will be captured and actioned: where recommendations are recorded (ISP), who translates advice into classroom strategies, and how follow-up is checked.
Block out predictable capacity: e.g., a weekly slot for specialist drop-ins, joint planning time, or case discussion meetings to prevent “firefighting.”
Clarify consent and communication with parents: what information is shared, how updates will be provided, and how you’ll show co-production and transparency.
Build relationships early with key partners (EP, SaLT, OT, CAMHS link, LA SEND team) and keep a simple contact-and-referral tracker so nothing is delayed.
Schedule Whole-Staff “Universal Tier” Training
Use the new £200 million government-funded training package to upskill all staff in adaptive teaching. The reforms place a heavy emphasis on “high-quality inclusive teaching” as the baseline (Universal Offer), rather than viewing SEND as the sole responsibility of the SENCO.
Prioritise a small number of “non-negotiables” that every classroom should show (e.g., explicit modelling, chunking instructions, visual supports, checks for understanding, flexible recording methods).
Include TAs in the same training cycle and define how TA support should look in lessons (scaffolding independence, not creating dependency; pre-teaching; prompting; feedback loops to the teacher).
Build coaching into your approach: short learning walks, peer observation, and a simple “try-it-next-week” action so training turns into changed practice.
Make training practical and SEND-specific: common profiles (speech & language needs, ASD, ADHD, dyslexia), reasonable adjustments, and how to document Universal strategies before moving to Targeted.
Agree how impact will be measured (pupil engagement, behaviour incidents, progress in core areas, staff confidence surveys) so Universal provision improvement is visible.
Review Space for an “Inclusion Base”
For secondary SENCOs, the expectation is now for every school to have a dedicated Inclusion Base. Audit your current physical environment to identify where a calm, specialist-supported learning space could be situated as part of the £3.7 billion capital investment programme.
Clarify the purpose: entry/exit criteria, maximum time out of mainstream, and how the base will support reintegration rather than becoming a long-term placement by default.
Map practical requirements: sensory considerations, acoustics, lighting, storage, assistive technology access, and a private space for parent meetings or specialist sessions.
Agree staffing and routines: who leads the base, how lessons are planned, how pupils keep up with curriculum content, and how communication flows back to subject/class teachers.
Create a simple referral and review process (with dates): why a pupil is accessing the base, what success looks like, and what data will trigger step-down back to full mainstream.
Involve pupils and families in the design: what helps them feel regulated, safe and ready to learn; include pupil voice to avoid designing a space that is “adult-led” only.
Suggested timeline (next 4–12 weeks)
Weeks 1–2: Complete a quick audit (documentation, provision map, staff confidence) and select 10–15 pupils to pilot ISP-style planning.
Weeks 3–6: Draft an Inclusion Strategy outline with SLT/governors and agree what evidence you’ll collect to demonstrate impact.
Weeks 5–8: Establish your Targeted Plus pathway (referral process, consent, recording in ISPs) and book initial specialist slots where available.
Weeks 6–10: Deliver one whole-staff Universal Tier session, followed by a short coaching cycle (learning walk → feedback → revisit).
Weeks 8–12: Complete an Inclusion Base feasibility review (space options, staffing model, operating principles) and present recommendations to SLT.
