SENCO in Liverpool

Overview

Primary Purpose and Scope of the Job: To uphold the Catholic mission and values of Cardinal Heenan at all times. The post holder will be a member of the Senior Leadership Team and provide leadership for whole school SEND and Inclusion strategy.

Key Responsibilities

• Provide a clear strategic focus on inclusion and ensure a high-quality provision for pupils with special education needs and disabilities (SEND).
• Lead and quality‑assure statutory compliance, including the strategic oversight of Education, Health and Care Plans (EHCPs) and resource provisions, ensuring that systems, practice and outcomes meet statutory requirements and the school’s inclusive vision.
• Have oversight and direction of interventions for vulnerable groups.
• Lead training for staff on SEND throughout the year and oversee the strategic management of the SEND resources in the school.
• Embed, monitor and quality‑assure the SEND provision across Key Stage 3‑5, ensuring consistency, impact and continuous improvement.
• Play a central role in ensuring the school is inspection‑ready, with robust evidence on inclusive practice aligned to the Ofsted framework.
• Carry out the duties of a teacher and meet the Teachers’ Standards as set out in the current School Teachers’ Pay and Conditions document.
• Uphold and develop the school’s vision and values and be a role model at all times.
• Play a key role in the school improvement, self‑evaluation, planning and target‑setting process.
• Act as a leading professional and role model for the community, upholding and demonstrating the ethical standards of self‑lessness, integrity, objectivity, accountability, openness, honesty and leadership.
• Model exemplary classroom practice when required.
• Make an impactful contribution to the strategic direction and development of the school, including through the following key areas of responsibility.
• Improve Student Progress and Attainment Across Curriculum Areas: Ensure assessment of needs, attend pupil progress panel meetings, liaise with Subject Leaders/departments regarding student achievement and progress, review student outcomes to inform support and intervention strategies, advise line management and the Governing Body of priorities for expenditure and deployment of staff, maintain and develop resources, coordinate deployment and monitor effectiveness, coordinate all Annual Reviews and chair when necessary.
• Provide strategic leadership for inclusion and SEND as a core element of whole‑school improvement, contribute to the Senior Leadership Team, support the school’s vision, values and strategic decision‑making.
• Lead the development, implementation and evaluation of the school’s SEND and Inclusion strategy, ensuring alignment with whole‑school priorities.
• Ensure inclusive practice is embedded consistently across all phases and subjects.
• Ensure full statutory compliance with SEND Code of Practice, Equality Act 2010 and all relevant legislation.
• Ensure the school’s Accessibility Plan meets the requirements of the Equality Act 2010, is implemented effectively and reviewed regularly.
• Work in partnership with the local area to implement local SEND strategy, promote the local offer and support pupils with SEND and their families to access appropriate provision.
• Monitor, evaluate and report on the effectiveness of SEND and inclusion provision to SLT and governors.
• Remain informed of national and local developments in SEND and inclusion and adapt practice accordingly.
• Strengthen whole‑school systems for the early identification of SEND, including the use of screening and diagnostic assessments.
• Lead and embed an effective graduated response at SEN support, ensuring robust assess‑plan‑do‑review cycles.
• Ensure that specialist advice is implemented effectively by the wider SEND team and that reasonable adjustments are made in line with statutory guidance.
• Quality‑assure classroom practice, working closely with the Quality of Education team to ensure inclusive strategies and pupils’ passports are consistently implemented and impactful.
• Support the school to adapt teaching and learning through high‑quality, evidence‑informed inclusive practice.
• Work closely with the SENDCO team and examination officer to ensure access arrangements for internal and external assessment meet pupil’s needs.
• Ensure strong outcomes, engagement and well‑being for pupils with SEND, improving academic, social and emotional outcomes, addressing barriers to attendance, engagement and participation, collaborating with pastoral teams, families and external agencies, and promoting inclusive approaches that support pupils’ well‑being, behaviour and sense of belonging.
• Lead the appraisal process of TA’s and HLTA’s professional development, including whole‑school INSET provision, and strategically manage their deployment within the school.
• Provide regular information to the line manager and governing body on the evaluation of the SEND provision in the school.
• Take all reasonable steps to ensure the Health and Safety of students and staff within the department and promote and safeguard the welfare of students in accordance with the school’s child protection policy.

Qualifications & Expectations

The post holder must meet the Teachers’ Standards and be able to support staff through professional guidance, written guidance and meetings, facilitate professional development for teachers and support staff related to inclusive practice, and lead the appraisal process of TA’s and HLTA’s professional development.

Equal Opportunities

Cardinal Heenan School is an Equal Opportunity Employer. We consider all qualified applicants without regard to race, colour, religion, gender, gender identity, sexual orientation, age, citizenship status, nationality, disability or veteran status.