Across the country, Special Educational Needs and Disabilities Coordinators (SENDCos) are navigating increasing demands as the number of young people identified with special educational needs and disabilities (SEND) continues to rise each year. These dedicated and highly skilled professionals play a crucial role in supporting pupils with diverse needs, managing pressures around funding and staffing and embedding inclusive practice throughout whole-school systems. With Paralympics GB’s Equal Play campaign revealing that only one in four disabled pupils regularly take part in PE and school sport, collaboration between SENDCos and wider education professionals is essential to ensure all pupils access high-quality, meaningful provision.

To strengthen training and provision for SENDCOs nationwide, the National Association for Special Educational Needs (nasen) has partnered with the Youth Sport Trust as part of the Inclusion 2028 consortium. Funded by the Department for Education, Inclusion 2028 is designed to improve chances and choices for pupils with SEND in physical education (PE), school sport, and physical activity. Through the consortium and the Youth Sport Trust’s Lead Inclusion School network, the programme aims to build the confidence and expertise of educators, including SENDCos, while expanding opportunities for pupils with SEND to engage in meaningful provision.

The nasen LIVE 2025 conference brings together SENDCOs, school leaders, teachers and education professionals to access the latest research, practical guidance, and innovation in inclusive education. Kelly Fellows attended the event and shares her key takeaways for SENDCos as they plan for the academic year ahead, with a focus on creating inclusive, accessible, and meaningful PE and school sport environments for pupils with SEND.

1.       Prioritising Tailored Approaches Over “One-Size-Fits-All”

SEND provision can easily fall into generic, “plug and play” strategies that overlook individual needs. While evidence-based programmes are valuable, genuine conversations with pupils remain central to shaping personalised support. With the abundance of online resources, navigating options can be overwhelming. The Inclusive Education Hub, developed in partnership with Activity Alliance, is a free tool which enables schools to assess their inclusive practice and directs staff to tailored resources and organisations that can build confidence in creating inclusive physical activity environments for pupils with SEND.

2.       Truly Listening to Young People

Although many pupils with SEND sit on school councils or advocacy groups, their input is not always fully recognised. Inclusion requires more than offering a seat at the table: it demands meaningful engagement with pupils in shaping decisions that affect them. The Youth Sport Trust’s Youth Voice Resources, including activity cards co-created with young people, offer alternative ways to capture and respond to pupils’ perspectives ensuring all voices are heard.

3.       The Power of Silence and Observation

In fast-paced classrooms, silence is often quickly filled, which can mean subtle communication is overlooked. Intentional observation allows practitioners to recognise non-verbal cues and sensory triggers. By recording observations objectively and reflecting collaboratively, schools can create responsive learning environments. The Engagement Model in PE is an approach that could be considered with a focus of supporting and assessing meaningful progress for pupils with SEND. Alongside an overview of the model, this resources shows how the model can be implemented through the example of The Parkside School, Youth Sport Trust Lead Inclusion School in Norwich.

4.       Embedding Inclusion Across the Whole School

When inclusion depends on one person, it becomes fragile. SENDCos can build sustainability by embedding inclusive practice across the whole school through staff training, consistent policies and shared accountability. A culture where every member of staff plays a role creates security and consistency for pupils, even when personnel change. Tools like the Inclusive Health Check, a free self-assessment for schools, support reflection and provide tailored action plans to strengthen inclusive provision.

5.       Building Community for Lasting Impact

SENDCos often work in isolation, but networks and forums are vital sources of support. Regional groups, peer observations, and communities of practice offer opportunities to share ideas and solutions, helping SENDCos tackle challenges collaboratively and raise standards across schools. The Youth Sport Trust’s Lead Inclusion School network provides local advice, guidance and peer support for SENDCos focusing on PE, school sport, and physical activity.

To connect with your local Lead Inclusion School, contact the Youth Sport Trust Inclusion Team at [email protected].

The role of the SENDCO has never been more demanding or more essential. As pupil needs grow and education continues to evolve, SENDCOs are central to ensuring every learner has the opportunity to succeed. Physical education and school sport play a powerful role in building belonging, supporting wellbeing, increasing activity levels, and strengthening relationships between pupils and staff. Ensuring these environments are inclusive, and investing in staff development to deliver them, is crucial.

The insights from nasen LIVE 2025 highlight that effective provision is not about quick fixes, but about listening, tailoring, observing, embedding, and connecting. By adopting these approaches, SENDCOs can champion inclusion, strengthen young people’s voices and cultivate networks that foster an inclusive environment for both staff and pupils.