In January, I gathered my Sendco essentials (my NASENCo certificate, a weighted blanket and a large collection of Theraputty) and took the plunge: I left the primary school where I had been Sendco for six years and set off on my journey into the uncharted waters of a local secondary school.

Just over a term in, I have been reflecting on the two roles and the major changes I have found so far - and what primaries could learn from them.

The structure

As primary and nursery colleagues will know, the Sendco experience in a small school or setting is all the things, all the time, for all of the pupils.

In my previous school, I knew every child and most of their parents, and had to be flexible and adaptable enough to pitch in and do whatever was needed, whether that was changing a nappy, wet play cover, IT support or mopping a floor.

While my new secondary school is certainly not any less busy, the processes and structures in place mean that I can focus on special educational needs and disabilities (SEND) provision and inclusion far more.

I was able to get up to speed quickly and gain an overview of provision across the school by working with heads of year, senior leadership and the pastoral support team, and I have found this teamwork capacity a very effective model.

There are clear referral procedures in place for SEND, with a far more collaborative evidence-gathering process.

What primaries could learn

I like the round-robin approach that is used to quickly gather feedback from all staff involved with a student. We have a shared document that has three quick questions to answer, with each staff member adding their comments.

This is not a model I have seen used in primaries before, but it could be easily adapted to gather the perspectives of staff across the site about a particular pupil, including midday meal supervisors, wraparound care and peripatetic teachers.

The mindset

The best thing about the move so far has been getting to know my new students. Having my own teenager at home did make me question what I was doing moving to a school full of them, but I am pleased to report that 850 teenagers who belong to other families are easier to manage than one at home that belongs to you.

Supporting young people who are on the brink of adulthood has required a change in mindset. These students have a burgeoning sense of agency, developing self-identity and, of course, raging hormones, which has meant that I have had to learn to adapt my language and my approach.

My experience working between many different year groups and maturity levels in primary has stood me in good stead, however, and one thing has definitely not changed: from nursery to A level, the offer of a biscuit rarely fails to perk a pupil up.

What primaries could learn

I don’t think it’s ever too early to start talking about aspirations for the future. I’ve noticed that there are students at secondary school who struggle to think of jobs that interest them, or to dream of careers.

I think all children should be encouraged to have ideas of what they want to do, even if these seem unlikely (my children are all convinced they will be playing for a Premier League team one day) - because, who knows?

The similarities

There are also some significant similarities, too. Despite the differences in ages and stages, there are parallels in terms of need: anxiety, building resilience and maintaining good mental health are key areas that affect pupils of all ages.

These often go hand-in-hand with the adolescent difficulties managing exam pressures and navigating the complexities of their social worlds, both face-to-face and online, and I have been able to adapt some of my work from primary to help.

I have successfully transferred and adjusted work on the zones of regulation, for example, to support students with their emotional literacy. I have even found a place for widget symbols, using my prompt cards to encourage those who find it difficult to vocalise their feelings and emotions.

Leyla Gambell is an experienced Sendco from Kent

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