Why this matters in January

• The start of the academic year is often focused on September, but January marks the return from Christmas break, new intake, transitions (e.g. Y6 → Y7 mid-year, in-year admissions) and a chance to review early-year SEND provision.
• As SENCo, this is an ideal time to refresh your SEND register, check in with pupils and families, start new support plans and ensure your school’s SEND offer is robust for the remainder of the year.
• With recent shifts in government policy and growing attention to SEND provision, strong SENCo leadership at this point of the year can make a real difference to children’s outcomes and reduce pressure later in the year.

Key Considerations & Actions for January

Based on our original “top ten tips” for September, here’s a tailored checklist for the new year — for SENCos and school leaders:

Reconnect with families and carers

• Use January “welcome back / new term” communications to check in with parents/carers of pupils with SEND. Ask how the holiday period was, any changes, concerns or positive observations.
• For new admissions or in-year transfers over the Christmas break, ensure you initiate contact early. Start building relationships, gathering background information and set expectations on how support will be provided.

Review and update your SEND Register

• Make sure all pupils with SEND are accurately recorded. Have any new pupils joined? Have there been changes in need or new concerns?
• For pupils with Education, Health and Care Plans (EHCPs), check whether provision outlined in section F has been met consistently; if not, plan adjustments immediately.
• For those on SEN Support, reassess needs, provision and plans for the term ahead. Consider additional needs (e.g. social, emotional, mental health), especially following school holidays or in-year changes.

Audit external support and specialist provision

• Review any therapy, support or specialist input (speech & language therapy, occupational therapy, counselling etc.) commissioned for pupils. Did any pause over the holidays? Is there a waiting list? What needs to be actioned now?
• Liaise with external providers early to schedule support. Avoid waiting until the last minute when demand peaks.

Facilitate smooth transitions

• For pupils joining mid-year (e.g. new in-year admissions, transfers, Y6 → Y7), ensure transition meetings, hand-over of paperwork and liaison with feeder schools.
• Begin a “settling in” period. Avoid plunging into heavy assessment or formal testing immediately. Provide time for pupils, especially those with SEND, to re-acclimatise and rebuild relationships.

Plan a phased / flexible curriculum for early term

• Rather than launching straight into dense content, consider a softer start. Focus on social, emotional and wellbeing. Rebuild routines, embed a supportive, inclusive classroom climate.
• Build in therapeutic / support time, especially for pupils who may have experienced disruption or change over the break.

Update your school’s SEND Information Report & published policies

• January is a good moment to review and update the published SEND Information Report, accessibility plan and relevant policies, especially if there have been changes in staffing, provision or approach.
• Ensure that the published documents reflect what the school can realistically deliver this term (and who delivers it).

Work with senior leaders to timetable SEND provision effectively

• Given teacher absences, staff changes or timetable shifts after holiday, collaborate with SLT to ensure SEND support and interventions are scheduled reliably.
• Use this opportunity to embed flexibility (e.g. contingency plans if staff are absent, cover for therapy sessions or alternative provision).

Support wellbeing — for pupils and staff

• Recognise that returning from a break may pose social, emotional or behavioural challenges, especially for SEND pupils. Consider a whole school or class based wellbeing check-in.
• As a SENCo, protect time for yourself. The role has substantial administrative, liaison and pastoral demands. A strong, supported SENCo is critical for sustainable SEND leadership.

Communicate expectations to teaching staff and support teams

• Use January staff briefings/meetings to remind colleagues of their roles in SEND provision: differentiation, monitoring, record-keeping, collaboration with SENCo, and inclusive practice.
• Reinforce the importance of good documentation, communication with parents, and early referral if concerns arise.

Prepare for mid-year review and planning cycles

• Use January to set up review dates: internal reviews, data-gathering, assessment of progress, and planning for summer term.
• For pupils with EHCPs or on SEN Support, ensure individual provision maps / targets are updated, realistic, and aligned with expected progress.

What SENCos Need to Know Now: Policy & Procedure Updates (Winter 2025 / January 2026)

Mandatory Qualification Requirement: NPQ for SENCos

As of 1 September 2024, the mandatory qualification for SENCos has changed. The National Professional Qualification for Special Educational Needs Coordination (NPQ‑SENCO) is now required for all newly appointed SENCos (within three years of taking up post). GOV.UK+1

• If your SENCo is newly appointed (or within that three-year period), check that they are enrolled on or have completed the NPQ-SENCO.
• SENCos who already held the predecessor qualification (e.g. National Award for SEN Coordination (NASENCO)) are not required to take the NPQ; but schools must ensure compliance if appointing someone new. GOV.UK+1

Impending SEND Policy Reform — Stay Alert

The government has been consulting on significant reforms to SEND support in England. While a full overhaul is still forthcoming, with the anticipated white paper currently delayed — it is now expected in 2026. Russell-Cooke+1

• This means that although the statutory framework (the SEND Code of Practice: 0 to 25 years) remains in force, schools should prepare for potential changes in how support is organised, funded, and delivered. Parliament Publications+2UK Parliament Committees+2
• As SENCo, keep a close eye on announcements — you may need to adapt policies, provision mapping or collaboration with health and local authority partners in the near future.

Ofsted & Inclusion Emphasis under New Framework

Recent developments in inspection frameworks place greater emphasis on inclusion and SEND provision as core parts of a school’s evaluation. SENsible SENCO+1

• This means being ready to demonstrate inclusive practices, robust SEN policies, accurate records (SEND register, provision plans), and evidence of effective support for SEND pupils.
• As a SENCo, you play a central role in ensuring the school is inspection-ready — a timely policy and documentation review in January helps you get ahead.

Supporting SENCos This January: Practical Tools, Templates & Resources

To help SENCos hit the ground running this term, here are some practical supports — things you can prepare now, share with your team, and embed into your school systems.

Final Thoughts

As a SENCo, January is a powerful “reset” moment — a chance to start (or refresh) strong: review your register, check in with families, map provision, update documents, and set up a clear plan for the rest of the term. With recent policy changes and the prospect of further SEND reforms, now is also the time to ensure your school is compliant, inclusive, and prepared.

Join Our SENCo & Teachers Community This January

January can be one of the most demanding months for SENCos and teachers supporting pupils with SEND. New needs emerge, behaviour often dips after the holidays, and both staff and pupils need time to settle back in. It’s easy to feel isolated or uncertain — but you don’t have to navigate this term alone. Our ITS SENCo & Teachers Community gives you immediate access to specialist guidance, peer support, and practical next-day strategies that genuinely make a difference in the classroom.

Monthly Live Q&A With Specialist SLTs — Affordable, Supportive, Practical

As part of the Community, you’re invited to join our monthly online Q&A session, led by an experienced Specialist Speech and Language Therapist. These sessions are designed for real-world challenges faced by busy teachers and SENCos: managing communication needs, supporting students with ASD or ADHD, planning interventions, adapting the learning environment, and identifying pupils who may require additional assessment. You will always leave with clear, actionable strategies — and all for a price that is accessible for even the tightest school budgets.

A Space to Connect, Share and Stop Feeling ‘On Your Own’

One of the most powerful features of the Community is the connection it creates. You’ll be joining educators who understand the pressures of supporting diverse learners, as well as having direct access to specialist therapists who can guide you. Whether you need reassurance, a new idea, or a sounding board for a tricky case, the Community is here to give you the confidence and clarity you need this term. If you’re feeling stretched this January, this is your space to recharge, problem-solve, and get the support you deserve.