The NPQ gave me the confidence to step into SEND leadership

Fran Tait is a Year 4 teacher and Assistant SENCO at Le Cateau Community Primary School in Catterick Garrison, North Yorkshire. Having completed the NPQ for SENCO with Teach First, Fran shares how the programme helped her develop as a school leader while continuing to make a difference for pupils with SEND.

I've always known that I wanted to work in SEND.

Before becoming a teacher, I worked as a teaching assistant in a special needs school. That experience stayed with me, and even after qualifying as a teacher in 2020, I always felt drawn back towards supporting children with additional needs.

When I raised my interest in SEND during an appraisal meeting, my headteacher suggested the NPQ for SENCO through Teach First.

At the time, I wasn't actively looking for an NPQ. I simply knew I wanted to learn more and develop my skills. Looking back now, it was one of the best professional decisions I've made.

Learning while leading

Shortly after I started the programme, our school's SENCO went off sick. Another colleague and I were both undertaking the NPQ, and we were asked to step into Assistant SENCO roles.

Suddenly, everything I was learning had an immediate purpose.

When topics came up during the programme, I could relate them directly to situations I was dealing with in school. Rather than learning theory in isolation, I was able to apply new ideas straight away.

That's what made the programme so valuable for me. The learning wasn't separate from my day-to-day role — it became part of it.

Building confidence through community

One of the most helpful aspects of the programme was the community.

Every month, we met online with other professionals working in SEND. Those sessions were a chance to discuss course content, but they also became somewhere to share practical advice about the realities of the role.

We'd talk about things like speech and language services, educational psychologists and the challenges different schools were facing.

When you're new to SEND leadership, it's reassuring to realise that other people are experiencing the same challenges.

My mentor was also brilliant. Whenever I needed support, she was there.

Having that network meant I never felt like I was figuring things out on my own.

Making a difference for pupils

One of the pupils I'm most proud of working with this year had an EHCP and significant behavioural needs.

When he joined my class, he'd spent much of the previous year outside the classroom because he was finding school so difficult.

As his teacher, I focused on helping him settle into class, access learning and experience success. At the same time, through my Assistant SENCO role, I was advocating for a review of his EHCP because we knew a mainstream setting wasn't the right long-term provision for him.

This September, he'll be moving to a specialist provision.

Seeing that happen has been incredibly rewarding. He has worked so hard, and it's been amazing to know that I've played a part in helping him get the support he needs.

That's what SEND leadership is really about — making sure every child gets the right support and the best possible chance to thrive.

Turning learning into action

The NPQ also helped us make practical improvements across the school.

My colleague and I reviewed how we use Individual Support Plans (ISPs) and introduced a more consistent approach. We created pupil crib sheets that allow staff to quickly understand a child's needs and the adaptations that support them best.

We also reviewed our entire SEND register and developed a clearer picture of where support was working well and where further action was needed.

Those changes have helped us understand our pupils' needs more deeply and ensure that support is both purposeful and manageable for teachers.

Because we're classroom teachers ourselves, we've always been conscious of staff workload. We know what is realistic, and we've tried to make sure any changes genuinely help colleagues rather than adding extra tasks.

A manageable route into leadership

One of the biggest misconceptions about professional development is that it's impossible to balance with teaching.

I understand why people think that. Teaching is demanding, and like everyone else, I have commitments outside of school.

But if there's one thing I'd tell someone considering the NPQ for SENCO, it's that the programme really is manageable.

Teach First understands the realities of school life. There were occasions when I had to miss a session because of parents' evenings or school commitments, but there was always flexibility and support to help me catch up.

The assessments felt far less daunting than I expected as well. By the end of the programme, I actually found the final case study interesting to complete.

Looking ahead

When I first joined the NPQ, I was doing it for myself — for my own professional development and interest in SEND.

I never expected it would lead so quickly to an Assistant SENCO role.

Now, I feel more confident in my knowledge, more experienced as a leader and better equipped for whatever comes next in my career.

Most importantly, I feel better placed to support children with SEND.

For anyone thinking about taking the next step into SEND leadership, my advice is simple: go for it.

The support is there, the learning is practical, and the impact you can have for pupils makes it completely worthwhile.

Ready to lead SEND provision in your school?

Like Fran, you can build the skills and confidence to lead SEND provision through the NPQ for SENCOs.

Find out about the NPQ for SENCOs