ABSTRACT
This chapter discusses the different dimensions of being a SENCO changemaker, what that means, why it matters and how best to go about it. As a SENCO, everyone have wider responsibilities and so optimising their time and skills means doing less and achieving more. A mentor should be able to guide a SENCO to rationalise what to carry on the journey, what things are required and what things can be ditched. Considering what is the best lever for change involves defining three focus areas per year to work on. Any more than three is unmanageable. At least one of these should be written into SENCO appraisal/performance targets. This will ensure there is connectivity with wider school development plans, accountability and resources to make it happen. The connectivity between vision, values and strategic planning has been deconstructed to give everyone clear steps to build a strategy for change and then link it to a plan.
