SENCO interview questions

An example of assess, plan, do and review with the pupil, family and teachers; clear responsibilities, an agreed review date and evidence that support changed when it was not effective.

The candidate should know SEND Regulations 2014, regulation 50: protected time and administrative support (code 6.91), access to the leadership team, which regulation 50(3) functions they hold and which sit with others, and how effectiveness will be judged. A candidate new to the role should also know they must hold the mandatory qualification, for new starters the NPQ for SENCOs, within three years of becoming a SENCO (regulation 49(4) and (7)).

Examples of identifying barriers and arranging reasonable adjustments across lessons, trips and wider school life. Ask how the candidate would check that agreed adjustments happen in practice.

Outcome-focused provision mapping tied to spending decisions, not just a list of interventions. Ask the candidate to cost one intervention aloud (staff hours, training, materials) and name the outcome measure that would decide whether it continues.

Specific classroom adaptations, staff coaching and checks on participation and learning. Better classroom teaching should not be used as a reason to withhold necessary specialist provision.

Empathy, transparency, co-production of the plan, and reliable follow-through.

A clear account of the school and local authority’s respective responsibilities, evidence gathering, pupil and family involvement, and how statutory deadlines are tracked and escalated, including the phase-transfer review deadlines (SEND code, chapter 9).

Effective partnership working, clear communication, and keeping the child at the centre.

Baseline and progress data, professional judgement, and willingness to stop what isn't working.

A CPD strategy, coaching, and modelling — not reliance on a few specialist adults.

Awareness of heightened risk, accessible ways for pupils to communicate, and vigilance. KCSIE 2026 expects the DSL to liaise with the SENCO and to recognise the additional risks children with SEND face online, from bullying, grooming and radicalisation (Annex B). Ask how the candidate and the DSL would share information about a pupil who communicates distress through behaviour.

The toolkit's inclusion area: identifying needs early and accurately, the graduated approach, specialist advice acted on, a SEN information report that accurately describes provision, the local offer, transitions and expectations that are not lowered for pupils with SEND. Strong candidates point to existing records rather than new documents; the school inspection toolkit (June 2026) says inspectors do not need documents produced specifically for inspection.