SENDCo in Birmingham

Salary: £27,000 – £35,000 (Depending on Experience)

Hours: 08:00 AM – 04:00 PM, Monday to Friday (including non‑term‑time)

Contract Type: Permanent

Reporting To: Head Teacher

Responsible For: Teaching Assistants

Main Purpose

The SENCO, under the direction of the headteacher, will:

• Determine the strategic development of special educational needs (SEN) policy and provision in the school.
• Be responsible for day‑to‑day operation of the SEN policy and co‑ordination of specific provision to support individual pupils with SEN or a disability.
• Provide professional guidance to colleagues, working closely with staff, parents and carers, and other agencies.

Duties and Responsibilities

Strategic development of SEN policy and provision

• 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.
• Make sure the SEN policy is put into practice and its objectives are reflected in the school improvement plan (SIP).
• Maintain up‑to‑date knowledge of national and local initiatives that may affect the school’s policy and practice.
• Evaluate whether funding is being used effectively, and suggest changes to make use of funding more effectively.

Operation of the SEN policy and co‑ordination of provision

• 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 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 (LA).
• Analyse assessment data for pupils with SEN or a disability.
• Implement and lead intervention groups for pupils with SEN, and evaluate their effectiveness.

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 (EHC) plan with parents or carers and the pupil.
• Communicate regularly with parents/carers.
• Ensure if the pupil transfers to another school, all relevant information is conveyed to that school, 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.
• Be the designated teacher for looked‑after children (LAC), where a looked‑after pupil has SEN or a disability.

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.
• Prepare and review information the governing board is required to publish.
• Contribute to the SIP and whole‑school policy.
• Identify training needs for staff and how to meet these needs.
• Lead INSET for staff.
• 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.
• Lead and manage teaching assistants (TAs) working with pupils with SEN or a disability.
• Lead staff appraisals and produce appraisal reports.
• Review staff performance on an ongoing basis.

Safeguarding

• Liaise and collaborate with the designated safeguarding lead (DSL) on matters of safeguarding and welfare for pupils with SEN.
• Remain alert to the fact that pupils with SEN may be more vulnerable to safeguarding challenges.

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.

Personal Specification

Qualifications and training

• QTS (A requirement under the SEND Code of Practice).
• National Award for SEN‑Co‑ordination, or willingness to complete it within 3 years of appointment (A requirement under the SEND Code of Practice).
• GCSE Maths and English.
• Relevant Degree.

Experience

• Teaching experience.
• Experience of working at a whole‑school level.
• Experience of working with children with a range of SEN.
• Involvement in self‑evaluation and development planning.
• Experience of conducting training/leading INSET.
• Experience of line‑managing staff.

Knowledge, skills and aptitude

• Sound knowledge of the SEND Code of Practice.
• Understanding of what makes ‘quality first’ teaching, and of effective intervention strategies.
• Ability to plan and evaluate interventions.
• Data analysis skills and ability to use data to inform provision planning.
• Effective communication and interpersonal skills.
• Ability to build effective working relationships.
• Ability to influence and negotiate.
• Good record‑keeping skills.

Personal development and qualities

• Commitment to getting the best outcomes for pupils and promoting the ethos and values of the school.
• Commitment to equal opportunities and securing good outcomes for pupils with SEN or a disability.
• Ability to work under pressure and prioritise effectively.
• Commitment to maintaining confidentiality at all times.
• Commitment to safeguarding and equality.

Whilst every effort has been made to include the specific roles and responsibilities here, an employee will be expected to comply with any reasonable request made by a manager to undertake work of a similar level of responsibility which may not be identified above. All staff are expected to follow the guidance and expectations of the Staff Code of Conduct and school policies and procedures as outlined in the Staff handbook. The school will endeavour to make any necessary reasonable adjustments to the job and the working environment to enable access to employment opportunities for disabled job applicants or continued employment for any employee who develops a disabling condition. This job description is current as of the date shown but, in consultation with you, may be updated and changed by your performance manager, in agreement with the Headteacher to reflect changes to the job commensurate with the grade and job title. VASE Academy is committed to creating a diverse workforce. We’ll consider all qualified applicants for employment without regard to sex, race, religion, belief, sexual orientation, gender reassignment, pregnancy, maternity, age, disability, marriage or civil partnership.

How to Apply

Please complete the attached application form.