Deputy Senco

Knowledge, skills and experience

Educationand Training

Essential:

• Qualified Teacher Status (QTS) orequivalent.
• Evidence of ongoing professionaldevelopment in Special Educational Needs and Disabilities (SEND) andinclusive practice.
• Up-to-date knowledge and understanding ofSEND legislation, statutory guidance, and the graduated approach.

Desirable:

• National Award for Special EducationalNeeds Coordination (NASENCO) or equivalent SEND leadership qualification.
• Relevant qualification or training in SEND,inclusion, or a related area.
• Evidence of leadership or managementdevelopment.
• Training or experience in areas relevant tothe school's SEND provision, such as safeguarding, SEMH, autism, speechand language, or adaptive teaching.

Experience

Essential:

• Experience of working effectively withstudents with a wide range of Special Educational Needs and Disabilities.
• Experience of coordinating and deliveringhigh-quality SEND provision within a school or educational setting.
• Experience of monitoring student progress,identifying barriers to learning, and adapting provision accordingly.
• Experience of working collaboratively withteachers, support staff, families, and external professionals.
• Experience of supporting or coordinatingEHCP processes, annual reviews, and other SEND-related statutoryprocesses.
• Experience of providing advice, guidance,and practical support to colleagues in relation to SEND and inclusivepractice.
• Experience of managing competing prioritiesand responding effectively to complex or emerging student needs.
• Experience of contributing to thedevelopment, implementation, and evaluation of SEND provision.
• Experience of promoting inclusive practiceand supporting positive outcomes for students with SEND.

Desirable:

• Experience of leading or managing a SENDteam, provision, or area of inclusion.
• Experience of working within a SENCO orAssistant SENCO role, or undertaking significant SEND leadershipresponsibilities.
• Experience of using SEND data and qualityassurance processes to evaluate provision and identify areas forimprovement.
• Experience of working with a range ofexternal agencies and specialist professionals to coordinate support forstudents.
• Experience of supporting or leadingSEND-related training and professional development for staff.

PersonalQualities

Personal Qualities

• Passionate about improving outcomes andremoving barriers for students with SEND.
• Highly organised, proactive, and able tomanage competing priorities effectively.
• Calm, resilient, and solution-focused whenresponding to complex or challenging situations.
• Confident in making decisions and takingappropriate action within their area of responsibility.
• Approachable, empathetic, and able to buildpositive relationships with students, families, and colleagues.
• A strong communicator who can provideclear, constructive advice and guidance to others.
• Collaborative and committed to working aspart of a wider Inclusion and Senior Leadership Team.
• Able to balance high expectations with anurturing, individualised approach to supporting students.
• Reflective and open to feedback, with acommitment to continuous professional development and improvement.
• Able to maintain professionalism,confidentiality, and sound judgement when dealing with sensitiveinformation and complex situations.
• Flexible and adaptable, with the ability torespond positively to changing priorities and emerging needs.
• Committed to inclusive practice and todeveloping the capacity of all staff to support students with SEND.
• Positive, dependable, and willing to takeownership and responsibility for ensuring high-quality SEND provision.

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