iSENCO or NPQ SENCO?
International SEN Training Options Compared

As an SEN or Inclusion professional based internationally, you’ve likely heard about our popular iSENCO course and also the new UK qualification; the NPQ SENCO.

How do you know which course to choose? It’s worth reflecting on the immediate needs within your setting, your personal goals and the different course objectives.

You may not be aware, for example, that the iSENCO (International Award in SEN Coordination) has been designed specifically for current and aspiring SEND leaders based in international settings. Tutoring is provided by SENCOs or other senior leaders responsible for inclusion in international schools and there will be chances to share ideas and best practice with international colleagues. Successful completion leads to a Middlesex University Post Graduate Certificate (one third of a MEd). 

Below are a few helpful pointers to help you decide which course is right for you – bear in mind that you may even wish to study both at some point.

• Create clear structured environments and task flows using TEACCH principles
• Make visual scaffolds for just about everything using PECS like Widgit
• Start off with real-photos of things, include photos of the child and assign fun roles!
• Adopt consistent classroom routines and visual timetables to manage transitions between years/classrooms
• Keep strategies going at breaktime and on visual trails around the school
• As always, remember to adapt strategies with the individual child and keep trying different approaches

NPQ SENCO at a glance

The NPQ SENCO is the current qualification that all SENCOs based in England need to complete within three years of taking the post. It covers all you need to know about the operational, practical and legal aspects of being a SENCO – specifically in a UK school environment. 

Pros:

• Qualifies you to work as a SENCO in state schools in England, should you wish to return. However, it’s worth pointing out that Wales and Scotland operate under different systems and the qualification is not a Government-mandated requirement for working in independent schools.
  
• A widely recognised qualification. Although we’re not currently in a position to offer international delegates the option of completing the NPQ SENCO, if you choose to study elsewhere, you can still bring in 30 credits towards any of our postgraduate programmes, as recognition of prior learning.
  

Things to consider:

• Some course content is focused purely on understanding legislation in England which is unlikely to apply to your international setting.
  
• More of an emphasis on SEND management/operational leadership rather than strategic leadership and refining leadership skills.
  
• Requires some ‘live’ online delivery – potentially at some very unsociable hours(!) for SENCOs based in different parts of the globe.
  
• Requires 18 months of study, plus a 3-month window for completing the final case-study assignment meaning a greater time commitment, compared to the 12-month iSENCO.
  
• Places can be limited because of the in-person requirement. It is also planned that start dates will only be in September.

• Places can be limited. English SENCOs are prioritised and it is planned that start dates will only be in September.

iSENCO – International Award in SEN Coordination

The iSENCO is primarily designed for SENCOs and aspiring SEND leaders but it’s highly relevant to anyone who holds a key inclusion role in an international setting. This rigorous programme offers a rich learning experience with a blend of practical tasks, theory, reflection and project-based assignments. There is an emphasis on developing leadership skills to set you up for success. 

Every year it attracts a diverse range of professionals who lead on SEND and inclusion (including SENCOs, Inclusion Managers and Inclusion Heads), as well as teachers and experienced teaching assistants who want to deepen their expertise or eventually move up to a leadership position.

• Create clear structured environments and task flows using TEACCH principles
• Make visual scaffolds for just about everything using PECS like Widgit
• Start off with real-photos of things, include photos of the child and assign fun roles!
• Adopt consistent classroom routines and visual timetables to manage transitions between years/classrooms
• Keep strategies going at breaktime and on visual trails around the school
• As always, remember to adapt strategies with the individual child and keep trying different approaches

Pros:

• Specifically designed for international schools, with expert tutors (many of whom are current or former SENCOs or inclusion leaders in world-renowned international institutions).
  
• Course material tailored to SEND and inclusion in an international context. For example, you will learn how to;
  • Differentiate between pupils who may have English as an additional language and/or SEND
  • Lead with confidence within an international context
  • Collaborate effectively with colleagues and manage and develop staff within a multicultural context
  • Work with parents and local teachers who may hold different cultural attitudes towards SEND
  • Manage SEND provision where teaching assistant expertise may be less extensive than in the UK and support from external professionals harder to come by
  • Review and understand cultural identities, including challenges often felt by Third Culture Kids

• Create clear structured environments and task flows using TEACCH principles
• Make visual scaffolds for just about everything using PECS like Widgit
• Start off with real-photos of things, include photos of the child and assign fun roles!
• Adopt consistent classroom routines and visual timetables to manage transitions between years/classrooms
• Keep strategies going at breaktime and on visual trails around the school
• As always, remember to adapt strategies with the individual child and keep trying different approaches

   
• Comprehensive leadership training for SEND and Inclusion roles. Develop the skills to influence the strategic vision for inclusive education, as well as reflecting on your own strengths and weaknesses using a leadership behavioural assessment tool.

• Evaluate SEND provision in a different setting. Delegates particularly enjoy the opportunity to complete a project where they visit a different setting and reflect on their approach to SEND and Inclusion. Our online network helps you connect with fellow SENCOs to secure a placement.
  
• Designed for self-paced online study. Going online means more flexibility – entirely removing the hassle of arranging cover during school hours.

• Build a peer network. As part of your study, you will be encouraged to join one of our communities of learning to share your reflections and contribute to discussion groups.
  
• Carry out projects that make an impact. During the course, you will critically review SEND policy, data management, and provision within your setting, identifying and making improvements. You will also either design and carry out a project to support the assessment or provision of services for pupils with SEND, or write a case study on an intervention conducted with an individual learner. Previous projects have included everything from the use of Lego therapy to Nessy Reading and Spelling interventions.
  
• Standalone course or credits towards a masters. Can be taken as a standalone level 7 Postgraduate Certificate, equivalent to 60 credits. Or take the credits and use them as part of any of our postgraduate programmes, including our Masters in SEND and Inclusion, Masters in Pastoral Care, Masters in Inclusive Educational Leadership or Masters in Educational Assessment.

Things to consider:

• A more strategic, premium course that comes with slightly greater financial commitment.
  
• More in-depth, comprehensive training that may not suit everyone – but if you want to make more of a transformative impact, it will set you up to do so. Find out more about the course here.

• Three starting points each year; January, May and September.
  
  

Which schools have iSENCO delegates come from?

We’ve supported delegates training across more than 44 countries and from international and community based settings. Just a few include;

What do previous delegates say about the iSENCO?

“The course has empowered me to implement targeted interventions that have already shown remarkable results. The assignment comparing SEND policies and settings between two schools turned out to be particularly impactful. By examining different approaches, I identified key areas for improvement and implemented strategies that fostered a more inclusive environment.

Would highly recommend to other SENCOs based abroad.”

Amna Shahid – Pakistan

Incredibly transformative! This course has enabled me to become an effective SENCO empowering those who I lead. I have completely rethought how information is shared with parents, had the opportunity to implement an impactful intervention and learned more about myself as a leader.

Pearl Demosthenous – UAE

“I strongly encourage anyone considering broadening their understanding of inclusion within an international context to take this course. It attracts inclusion teachers from all over the world, making it a valuable and diverse learning experience. This course holds significant recognition in the Middle East region, particularly in Dubai. This accreditation can greatly bolster individuals seeking a SENCO role in this area.

Pavla Pilbauerova – UAE

“Very beneficial for my professional progression and personal growth! Would very much recommend.” 

Jessica Follett – Hong Kong

“Definitely worth your time, attention and money”

Petrus Vreugdenburg – UAE

“I have really enjoyed the course…[..] the access it gives to people to be able to communicate worldwide is really useful. It is an important topic that requires an understanding of what others are doing, what works for them and any resources useful to other schools.”

Sophie Kilding – UAE

“A great course; well organised and content-rich compared to other courses my SENCO contacts have been on.”

Jane Barthelay – France

“It is amazing – I find myself being consulted by my school leadership team for SEN policies, student-related issues, admissions and provisions even though I’m not the SENCO. Parents, teachers and students all co-operate in their own way to make their role and mine and success. I feel like I have earned their trust and this is very important for me. I am so proud of my iSENCO!”

Ranjana Ranganathan Ramanathan – Qatar

“This course is great value for money for overseas teachers and well structured.” 

Elizabeth Mayou – Luxembourg