How can a SENCo review support for working safely in science?

Begin with the activity and the real risks

Identify the learning objective, equipment, substances, environment and actions involved. The science teacher and appropriate safety staff should use the school’s current risk assessment and specialist guidance. A general classroom checklist does not replace assessment of a practical laboratory activity.

HSE advises educational employers to consider individual needs and find proportionate ways to enable participation. Avoid a blanket decision based solely on a SEND label. Equally, do not assume enthusiasm or previous success makes an unfamiliar practical activity safe without suitable assessment and controls.

Check whether instructions can be understood and used

Observe how the pupil accesses demonstrations, warning information and the sequence of actions. Consider reading, language, vision, hearing, movement and attention where relevant. Ask the pupil to demonstrate the agreed routine with appropriate safe preparation before the practical begins.

For example, rehearse an equipment layout and a stop-and-listen signal using empty apparatus before the lesson. This can reveal whether the pupil can see the demonstration and locate materials. It does not authorise hazardous activity or remove the need for the teacher’s assessed precautions.

Review roles and resources

Clarify who explains the science, who supports access and who supervises the practical. A TA needs the relevant briefing and should not improvise a safety procedure. Check that equipment, protective measures and any individual healthcare arrangements are available and appropriate for the task.

Plan an accessible contribution that retains scientific thinking. The pupil might make a prediction, carry out an appropriately assessed stage or interpret results. Avoid routinely reducing their role to watching while others do all the reasoning and practical learning.

Use observations to improve the plan

Record whether agreed controls and supports were implemented, what the pupil understood and where assistance was needed. Review near misses or incidents through school procedures. A lesson with no accident does not establish that the arrangements were adequate.

Feed changes into the subject team’s planning and risk assessment. Recheck when the task, room, equipment or pupil’s needs change. The SENCo brings knowledge of learning and access, while competent subject and safety staff retain their responsibilities for the practical activity.