Strong SENCO-Therapist Relationships: Why Collaboration Matters

At Words First, collaboration with schools sits at the centre of our work. SENCOs play a key role within that collaboration, bringing deep knowledge of pupils, staff teams, and school systems.

As part of SENCO Celebration Week, we asked our therapists what they value most about working with their SENCOs. Their responses show how strong SENCO–therapist relationships support inclusive practice, strengthen staff confidence, and improve outcomes for pupils and families.

Understanding the SENCO Role Through Therapist Experience

Across settings, therapists consistently highlighted the scale of the SENCO role and the dedication it requires.

Fareeda Allie, Occupational Therapist, works with Aisha Shezide at Seva Education. Fareeda shared how much she values Aisha’s accessibility despite an extremely busy workload. She always makes time for discussion, communicates clearly, and has a strong understanding of the OT role. Fareeda described how Aisha delayed submitting annual review paperwork so OT input could be included, ensuring a child’s needs were properly represented.

At Harris Academy Beckenham, Larah Scurr, Speech and Language Therapist, described working with Victoria Barnes, who she sees as the go-to person for many pupils with SEND. Students actively seek her out for support, and her dedication to pupils and families is visible throughout the school day.

Larah also works closely with Dwayne Grant and Jamila Astwood at Coopers School, where she highlighted their consistent advocacy for inclusion. Being included in SEN department meetings and having regular one-to-one feedback helps therapists feel supported and part of a wider SEN team.

What Makes Collaboration Work Day to Day

Therapists shared a number of small but important actions that make their work more effective in school.

Clear and consistent communication
Fareeda shared how clear communication and shared understanding of professional roles makes joint working easier. Sarika Bharath-Punchoo, Speech and Language Therapist at Crofton Junior School, echoed this, explaining that regular contact and realistic expectations help therapy input sit naturally within classroom practice.

Trust in professional judgement
Trust was a strong theme across responses. Larah explained that feeling trusted as a SaLT allows recommendations to be implemented with confidence by school staff.

At Maria Fidelis Catholic School, Mikaela Bell, Speech and Language Therapist, shared how Clare Dawkins trusts her suggestions and models effective communication with pupils. This approach is then adopted by LSAs and therapists working with the same students, creating consistency.

Responsiveness and organisation
At Morpeth Secondary School, Luke Murphy, Speech and Language Therapist, described Heather Birtwistle as managing a large and complex caseload while remaining positive and responsive. Luke noted that without her work maintaining systems and structures, his role in school would be far more difficult to carry out effectively.

SENCOs Making a Difference Beyond Systems

Several therapists shared examples of SENCOs actively shaping inclusive environments through hands-on involvement.

At Hounslow Heath School, Kavya Rath, Occupational Therapist, described working with Candice L’ange, who invites therapists into problem-solving rather than limiting involvement to assessment. Kavya shared an example from the nurture classroom, where Candice worked alongside staff to embed OT strategies properly, supporting staff confidence and consistent implementation.

At Southwood Primary School, Mikaela Bell highlighted how Megan Veysi ensures pupil voice is central. Regular multi-agency meetings included the pupil themselves, with their views shaping ongoing support and transition planning into Year 7.

Leadership Through Care, Kindness, and Advocacy

Many therapists spoke about the personal qualities SENCOs bring to their role.

At Wellington Primary School, Lexi Yannitsaros, Speech and Language Therapist, described Louise Gleeson as deeply committed to students, families, and staff. Lexi shared how Louise created a dedicated safe learning space for neurodivergent pupils, designing it from the ground up, managing the budget, organising training, and sustaining the provision through significant challenge.

Lexi also works with Tracey Tattersall at Riversdale Primary School, where she highlighted Tracey’s calm and kind leadership. One example involved a neurodivergent pupil experiencing severe anxiety, where thoughtful adjustments and the creation of a safe space transformed the pupil’s experience of school.

At Poppyfield, Amy Wright shared how Hayley Parish brings innovation and positivity to her role. By making time for in-person discussion, Hayley supported a student who had previously refused to engage with future planning to begin considering employment opportunities.

At Chiswick School, Michelle Lai described working with Rebecca Triboulet, a SENCO new to post who prioritised building strong relationships within the personalised learning team. Michelle shared how Rebecca’s willingness to check information quickly keeps work efficient, while her support helps colleagues manage pressure and respond more effectively during challenging moments.

Working Alongside SENCOs at Words First

At Words First, we aim to build long-term working relationships with SENCOs based on trust, communication, and shared priorities. Our therapists work alongside school teams, adapting their support to fit each setting’s context and pressures.

As part of SENCO Celebration Week, we want to recognise the leadership, advocacy, and care SENCOs bring to their schools every day. The experiences shared by our therapists show how strong SENCO–therapist relationships support inclusive practice in practical, day-to-day ways across classrooms, staff teams, and wider school communities.