What should a SENCo look for when choosing visual supports?

Check the specific barrier

Check whether the pupil understands what each symbol, word or object means and can find it when needed. A display that an adult explains every time is not yet an independently used support.

Choose by the task it needs to support

Before choosing visual supports, state the pupil need and the classroom task it should help with. Ask to see a usable example, check staff training and preparation demands, and trial it with the pupil before adopting it more widely. A familiar brand or attractive format is not evidence that it matches this particular need.

Adapt teaching and support

Teach the link between the prompt and the actual activity. Keep the information short, place it where the routine happens and show the pupil how to check, update or request clarification.

A practical example to adapt

Before a familiar transition, model finding the next item on the timetable and matching it to the activity. Let the pupil make the check before an adult gives the answer.

Check whether it helps

Notice whether the pupil consults the support, understands the message and acts on it. Adapt unclear symbols or an overloaded layout before deciding that visual support is ineffective.

If the difficulty remains substantial or the response is unclear, bring the observations and the pupil's perspective to the SENCo. Further advice is most useful when staff can explain the question they need answered and how the answer would change teaching or support.