Sendco (.2) in London

Responsibilities

• Have 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.
• Ensure the SEN policy is put into practice, and that the objectives of this policy are reflected in the school improvement plan.
• Maintain an up-to-date knowledge of national and local initiatives which may affect the school's policy and practice.
• Evaluate whether SEN funding is being used effectively and to feed any improvements back to SLT.
• 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.
• Be aware of the provision in the local offer.
• Work with early years providers, other schools, educational psychologists, health and social care professionals, and other external agencies.
• Be a key point of contact for external agencies, especially the local authority.
• Analyse assessment data for pupils with SEN or a disability.
• Ensure that intervention groups are set up for pupils with SEN.
• Support for pupils with SEN or a disability.
• Identify a pupil's SEN.
• Co-ordinate provision that meets the pupil's needs, and monitor its effectiveness.
• Secure relevant services for the pupil.
• Ensure records are maintained and kept up to date.
• Review the education, health and care plan with parents or carers and the pupil.
• Communicate regularly with parents or carers.
• Ensure that 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.
• Work with all teachers who have pupils with SEN in their classes to ensure adequate provision is provided.

Leadership and management

• Work with the headteacher and governors to ensure the school meets its responsibilities under the Equality Act 2010 in terms of reasonable adjustments and access arrangements.
• You will be expected to support the Senior Staff in key management decisions and on occasions, be called upon to support other staff in dealing with situations arising in school such as behaviour management.
• Prepare and review information the governing board is required to publish.
• Contribute to the school improvement plan and whole-school policy.
• Identify training needs for staff and how to meet these needs.
• Lead INSET for staff in regards to SEN.
• Share procedural information, such as the school's SEN policy.
• Promote an ethos and culture that supports the school's SEN policy and promotes good outcomes for pupils with SEN or a disability.
• Communicate with teaching assistants working with pupils with SEN or a disability.
• Feed into the appraisals for teaching assistants and HLTAs involved in interventions.

Other areas of responsibility

• The SENCO will be required to safeguard and promote the welfare of children and young people, and follow school policies and the staff code of conduct.
• It is illustrative of the general nature and level of responsibility of the role and not a comprehensive list of all tasks that the SENCO will carry out.
• The postholder may be required to do other duties appropriate to the level of the role, as directed by the headteacher.
• Fulfil wider professional responsibilities: make a positive contribution to the wider life and ethos of the school.
• Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support.
• Deploy support staff effectively.
• Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues.
• Communicate effectively with parents with regard to pupils' achievements and well-being.

Personal and professional conduct

• Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour.
• Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.
• We expect the successful applicant to set high expectations which inspire, motivate and challenge pupils.
• Establish a safe and stimulating environment for pupils, rooted in mutual respect.
• Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions.
• Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.
• Promote good progress and outcomes by pupils.
• Be accountable for pupils' attainment, progress and outcomes.
• Be aware of pupils' capabilities and their prior knowledge, and plan teaching to build on these.
• Guide pupils to reflect on the progress they have made and their emerging needs.
• Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching.
• Encourage pupils to take a responsible and conscientious attitude to their own work and study.
• Demonstrate good subject and curriculum knowledge.
• Have knowledge of and keep up to date with the Curriculum guidance for the National Curriculum and the Agreed Syllabus for RE.
• Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils' interest in the subject, and address misunderstandings.
• Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship.
• Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher's specialist subject.
• Demonstrate a clear understanding of systematic synthetic phonics.
• Demonstrate a clear understanding of appropriate teaching strategies in Mathematics.
• Plan and teach well-structured lessons.
• Impart knowledge and develop understanding through effective use of lesson time.
• Promote a love of learning and children's intellectual curiosity.
• Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired.
• Reflect systematically on the effectiveness of lessons and approaches to teaching.
• Contribute to the design and provision of an engaging curriculum within the relevant subject area(s).
• Adapt teaching to respond to the strengths and needs of all pupils.
• Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively.
• Have a secure understanding of how a range of factors can inhibit pupils' ability to learn, and how best to overcome these.
• Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils' education at different stages of development.
• Have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.
• Make accurate and productive use of assessment.
• Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements.
• Make use of formative and summative assessment to secure pupils' progress.
• Use relevant data to monitor progress, set targets, and plan subsequent lessons.
• Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.
• Manage behaviour effectively to ensure a good and safe learning environment.
• Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school's behaviour policy.
• Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly.
• Manage classes effectively, using approaches which are appropriate to pupils' needs in order to involve and motivate them.
• Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.