Secondary SENCO

Job Overview

We are looking for a Secondary SENDCO to work under the leadership of our whole school head of inclusion. You must –

• Have a UK/Irish teaching qualification with QTS for this age group
• Have taught in a school in the UK/Ireland
• Understand and believe in our school vision which is to be- A happy community school with amazing learning at its heart where pupils are empowered to make choices, engage in meaningful learning experiences and make exceptional progress. This role would be ideal for someone in an early stage of their career to embed the experience you have already gained in the UK.
• Have at least three years’ experience of working with SEN children
  
  

For all staff in school we share a responsibility to ensure that children are safe and properly supervised at all times. Our school is committed to ‘amazing learning’- providing enjoyable and meaningful learning experiences so that every pupil makes as much progress as possible. All staff are expected to adhere to The Aquila Professional Code of Conduct and commit to promoting our vision – ‘A happy community school with amazing learning at its heart where pupils are empowered to make choices, engage in meaningful learning experiences and make exceptional progress’

The Aquila School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. All post holders are subject to appropriate vetting procedures and satisfactory criminal background checks or equivalent covering the previous 10 years’ employment history.

Key Qualities And Skills

• To be able to teach in an enjoyable, creative, and inclusive way, promoting independence, so that every child, including those who attend the Hemam centre (an on-site centre for children with complex needs), makes as much progress as possible
• To be able to develop positive working relationships with all members of the school community
• To be able to use initiative, be flexible, fun, proactive and positive
  
  

Core Purposes

• To be accountable for ensuring that children are inspired, motivated and equipped to make as much progress with their learning as possible through relevant and engaging learning experiences
• To work collaboratively, coaching, supporting and training colleagues and families
• To have a positive impact on the work of the school
  
  

Key Duties For All Teachers Include

• To ensure children are safe and well cared for at all times
• To plan and deliver creative and engaging lessons, ensuring that children are actively learning throughout each lesson and that every child makes as much progress as possible
• To ensure effective communication and direct the work of others, as appropriate
• To lead CAS activities, participating and leading staff training and contributing to the establishment and development of the school community
• To comply with our agreed policies and Aquila Ways
• To actively engage with our school community e.g. through newsletters, informal dialogue, reporting, supporting school functions and contributing to community and marketing activities to make The Aquila School the school of choice for our community.
• To actively participate in the performance management process of self and others
• To be involved in improving learning across the school as a subject leader
  
  

In addition, the post holder would under the direction of the Head of Inclusion –

• Be responsible for day-to-day operation of the inclusion policy and coordination of specific provision to support individual pupils with SEN or a disability
• Provide professional guidance to colleagues, working closely with staff, parents and other agencies
• Work with the Head of Inclusion to ensure the strategic development of inclusion practices within the school
• Line manage LSAs
• Coach and train colleagues
• Teaching within the inclusion team and team teaching to develop class teachers' practice
  
  

Duties and responsibilities

Strategic development of the inclusion policy and provision

• Support the HOI by having a strategic overview of provision for pupils with SEN or a disability across the school, monitoring and reviewing the quality of provision
• Contribute to school self-evaluation, particularly with respect to provision for pupils with SEN or a disability
• Make sure the inclusion policy is put into practice and its objectives are reflected in the school improvement plan (SIP)
• Maintain up-to-date knowledge of national and local initiatives that may affect the school’s policy and practice
• Evaluate whether funding is being used effectively, and suggest changes to make use of funding more effective
  
  

Operation of the SEN policy and coordination of provision

• Maintain an accurate SEND register and provision map
• Provide guidance to colleagues on teaching pupils with SEN or a disability, and advise on the graduated approach to SEN support
• Advise on the use of the school’s budget and other resources to meet pupils’ needs effectively, including staff deployment
• Work with educational psychologists, Speech and Occupational Therapists, and other external agencies
• Be a key point of contact for external agencies
• Analyse assessment data for pupils with SEN or a disability
• Implement and lead intervention groups for pupils with SEND, and evaluate their effectiveness
  
  

Support for pupils with SEN or a disability

• Support the identification of a pupil’s SEN needs
• Coordinate provision that meets the pupil’s needs, and monitor its effectiveness
• Secure relevant services for the pupil where appropriate
• Ensure records are maintained and kept up to date
• Support the review and quality control the education Pupil Profiles and IEPs
• Communicate regularly with families
• Ensure if the pupil transfers to another school, all relevant information is conveyed to it, and support a smooth transition for the pupil
• Promote the pupil’s inclusion in the school community and access to the curriculum, facilities, and extra-curricular activities
  
  

Please note that this is illustrative of the general nature and level of responsibility of the role. It is not a comprehensive list of all tasks that the SENDCO will carry out. The post holder may be required to do other duties appropriate to the level of the role.

Person specification

Criteria Essential Desirable

Qualifications and training:

UK qualified teacher status with experience of teaching in the UK post qualification National Award for SEN Coordination or NPQ for Special Educational Needs Coordinator’s or a willingness to complete it within 2 years of appointment. CPT3A (Certificate of Psychometric Testing, Assessment and Access Arrangements)

Experience

• A minimum 3 years teaching experience working with SEN pupils
• Involvement in self-evaluation and development planning
• Experience of conducting training/leading INSET Experience working in a through school
• Experience in a similar role
  
  

Skills And Knowledge

• Sound knowledge of the SEND Code of Practice
• Understanding of what makes ‘quality first’ teaching, and of effective intervention strategies
• Ability to plan and evaluate interventions
• Data analysis skills and the ability to use data to inform provision planning
• Effective communication and interpersonal skills
• Ability to build effective working relationships
• Ability to influence and negotiate
• Good record-keeping skills Experience of the local (KHDA) inclusion framework
  
  

Personal Qualities

• Commitment to getting the best outcomes for pupils and promoting the ethos and values of the school
• Commitment to equal opportunities and securing good outcomes for pupils with SEN or a disability
• Ability to work under pressure and prioritise effectively
• Commitment to always maintaining confidentiality
• Commitment to safeguarding and equality
  
  

Alignment with the school vision and a commitment to ensuring pupils are safe, happy and learning

Hours of work- 7.25am-4.15pm Monday to Thursday, 7.25am-12.00pm on Friday plus occasional evening and weekend work