Special Educational Needs Coordinator (SENCO) in Leicester

Following a strong and successful first year in Leicester, Indie Education is now in a confident position to grow its provision and is seeking to appoint a SENCO to start in Autumn 2026. Indie Education is seeking to appoint a values-driven and ambitious SENCO to help shape high-quality SEND provision across our growing organisation. This flexible role (part-time or full-time), aligned to the national teachers' pay spine with SEN allowance and TLR, offers the opportunity to influence both practice and systems within a truly relational, learner-centred setting.

At Indie, relationships are at the heart of everything we do — not only with our learners, but across our whole community. We work closely together, support one another and create space for colleagues to grow, develop and take on greater responsibility over time.

The SENCO will serve as the named professional lead for SEND, acting as the key link between Indie Education, multiple Local Authorities, families and colleagues. The role combines strategic leadership with hands-on operational delivery — shaping admissions and placement decisions, driving the quality and implementation of EHCPs, evidencing outcomes and impact, and ensuring readiness for inspection and commissioning. This is a unique opportunity to join an organisation committed to improving lives through education, where high expectations, strong relationships and a shared belief in every young person's potential drive everything we do.

1. Purpose of the Role
To lead, coordinate and quality assure all aspects of SEND provision at Indie Education, ensuring statutory compliance, defensible EHCP provision, and strong outcomes for learners across multiple Local Authority placements.

2. Key Responsibilities

• 2.1 Admissions, Local Authority Liaison & Placement Quality
  Act as the named professional lead for all Local Authority engagement, from pre-admission consultation through to transition. Review EHCPs and supporting evidence to advise on placement suitability, provision requirements, risks and capacity. Ensure admissions processes align with Indie Education's admissions policy, EHCP statutory requirements, and Local Authority expectations. Maintain detailed knowledge of multiple Local Authority systems, thresholds, and commissioning practices. Provide professional advice to the Headteacher and CEO (final decision-makers).
• 2.2 EHCP Oversight, Annual Reviews & Transitions
  Lead the coordination and quality assurance of EHCP implementation. Quality assure Section F provision to ensure it is precise, deliverable and defensible for funding. Translate EHCP provision into teaching strategies, interventions, therapeutic approaches and staffing/resourcing models. Lead annual reviews, ensuring statutory compliance, high-quality professional reporting, and clear outcomes and next steps. Lead planning for inward transitions, on-roll changes in provision, and outward transitions (reintegration, post-16, alternative provision). Design and lead the SEND impact framework, including progress against EHCP outcomes, evaluation of interventions, and evidence of the graduated approach. Provide clear evidence of learner progress, provision effectiveness, and impact for commissioning bodies. Use data and evidence to inform place funding, support Local Authority decision-making, and contribute to organisational strategy.
• 2.4 Quality First Teaching & Staff Development
  The SENCO will model and demonstrate high-quality practice, supporting colleagues to develop a clear understanding of effective SEND pedagogy in the classroom. This will include exemplifying Quality First Teaching approaches, guiding staff in the practical application of strategies, and ensuring that expectations are consistently translated into day-to-day teaching. The role requires a strong classroom practitioner who can lead by example, working alongside staff to embed approaches that meet learners' needs and improve outcomes. Train, coach and support staff in SEND pedagogy, Quality First Teaching, and differentiation/inclusive practice. Monitor the quality of provision for learners with SEND. Evaluate impact and elevate concerns to the Headteacher where provision is not meeting need. Support teachers and centre leaders to develop a deep understanding of SEND, effective classroom practice, and consistent implementation of strategies.
• 2.5 Interventions, SEMH & Therapeutic Approaches
  Design and quality assure interventions and therapeutic approaches across Indie Education. Ensure interventions are purposeful, evidence-informed, and evaluated for impact. Support leaders in developing provision for SEMH needs, mental health and neurodiversity. Lead a phased implementation model, enabling consistent provision across all sites as the organisation grows.
• 2.6 Examinations & Access Arrangements (JCQ)
  Oversee and quality assure all access arrangements in line with JCQ regulations. Ensure evidence is robust, compliant, and inspection-ready. Work with the Exams Officer to maintain compliance, meet deadlines and prepare for audit.
• 2.7 Inspection Readiness & Compliance
  Lead SEND-specific preparation for Ofsted inspection and the Independent School Standards. Support the organisation in SEND self-evaluation, evidence gathering, and demonstrating outcomes and impact. Ensure SEND provision reflects the graduated approach and national policy/White Paper expectations. Work with senior leaders to ensure whole-school readiness. Act as a key SEND leader across the organisation. Contribute to strategic planning linked to growth, Section 41 readiness, and commissioning relationships. Build systems, processes and frameworks that are scalable, sustainable and consistent across sites. Support the development of SEND capacity as Indie Education expands.

3. Performance and Review
This job description will be reviewed annually as part of the appraisal cycle. The postholder may be required to undertake other duties reasonably assigned that are consistent with the role.