Senco

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. The post holder will provide a clear strategic focus on inclusion and ensure a high-quality provision for pupils with special education needs and disabilities (SEND). The post holder will lead and quality‑assure statutory compliance, including 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. The postholder will have oversight and direction of interventions for vulnerable groups. The postholder will lead training for staff on SEND throughout the year and oversee the strategic management of the SEND resources in the school. A key responsibility of the role is to embed, monitor and quality‑assure the SEND provision across Key Stage 3‑5, ensuring consistency, impact and continuous improvement. The postholder will play a central role in ensuring the school is inspection‑ready, with robust evidence on inclusive practice aligned to the Ofsted framework.

You are required to carry out the duties of a teacher and to meet the Teachers' Standards as set out in the current School Teachers' Pay and Conditions Document. You are required to meet the general expectations of a member of leadership as set out below:

• To uphold and develop the school's vision and values and be a role model at all times.
• To play a key role in the school improvement, self‑evaluation, planning and target‑setting process.
• To 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.
• To make an impactful contribution to the strategic direction and development of the school, including through the following key areas of responsibility.

Overall Role 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 discussions around the appropriate support and intervention strategies.
• Advise line management and Governing Body of priorities for expenditure and deployment of staff, utilising resources with maximum efficiency.
• Maintain and develop resources, coordinate their deployment and monitor/track their effectiveness in meeting the key priorities of the school.
• Coordinate all Annual Reviews and attend/chair when necessary.

Strategy and Compliance

• Provide strategic leadership for inclusion and SEND as a core element of whole‑school improvement.
• Contribute to the Senior Leadership Team, supporting 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.
• Provide strategic leadership and quality assurance of Education, Health and Care Plans (EHCPs), ensuring provision is appropriate, timely and impact‑driven.
• Ensure that statutory consultation, review timelines and access arrangements are met and implemented effectively.
• 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.
• Ensure the school is inspection‑ready, with clear evidence of inclusive practice and positive outcomes for pupils with SEND.
• Contribute to self‑evaluation, school development planning and governance reporting in relation to inclusion and SEND.
• Remain informed of national and local developments in SEND and inclusion and adapt practice accordingly.

Quality of Provision

• Ensure high‑quality, inclusive provision through strong systems, effective practice and robust quality assurance.
• 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.
• Monitor the impact of interventions and provision using data and evaluation to inform next steps.
• Work closely with the SENDCO team and examination officer to ensure access arrangements for internal and external assessment meet pupil's needs.

Impact on Pupils

• Ensure strong outcomes, engagement and wellbeing for pupils with SEND.
• Ensure that the work of the SEND team leads to improved academic, social and emotional outcomes for pupils with SEND.
• Lead on identifying and addressing barriers to attendance, engagement and participation for pupils with SEND.
• Work collaboratively with pastoral teams, families and external agencies to improve attendance, engagement and inclusion.
• Promote inclusive approaches that support pupils' wellbeing, behaviour and sense of belonging within the school community.
• Use pupil‑level data, attendance information and qualitative evidence to evaluate impact and drive continuous improvement.

Staff Leadership

• Support sustainable inclusion through effective leadership, collaboration and partnership.
• Line‑manage relevant staff contributing to performance management and professional development.
• Oversee resources provisions, ensuring effective deployment of staff, high‑quality practice and positive pupil outcomes.
• Foster strong partnerships with parents/carers and external professionals to support pupils with SEND effectively.
• Lead and facilitate professional development for teachers related to inclusive practice, in conjunction with the Assistant Headteacher.
• Lead and facilitate professional development for support staff, related to inclusive practice.
• Provide professional guidance to staff to ensure good teaching for SEND pupils, through written guidance and meetings.
• Lead the appraisal process of TA's and HLTA's professional development, including whole‑school INSET provision.
• Strategic management of the deployment of TA's and HLTA's within school to secure the best outcome for pupils with SEND.
• Provide regular information to the Line manager and Governing Body on the evaluation of the SEND provision in school.

Safety and Safeguarding

• Take all reasonable steps to ensure the Health and Safety of students and staff within the department.
• Promote and safeguard the welfare of students in accordance with the school's child protection policy.