Assistant SENCo

Overall Purpose of the Role

The Assistant SENCo will play a key role in supporting the strategic and operational leadership of Special Educational Needs and Disabilities (SEND) provision, working closely with the SENCo to ensure that all students receive high‑quality, inclusive education. The role focuses on enabling learners with SEND to make strong academic, social, and personal progress through effective teaching, targeted interventions and collaborative working. The postholder will help ensure that provision is compliant with statutory guidance, including the SEND Code of Practice (2015), the Equality Act (2010) and JCQ examination regulations, while promoting a fully inclusive school environment that meets the diverse needs of all pupils.

Key Responsibilities

• Contribute to providing a high‑quality SEN support service and assist teachers in delivering support to children with SEND.
• Provide guidance to the SEN team and support quality assurance by conducting learning walks, work scrutiny and student voice sessions.
• Administer exam access arrangements and internal assessments.
• Coordinate and facilitate the online ‘Next Steps’ referral process, monitor, maintain tracking spreadsheets and allocate appropriate next steps.
• Support the SENCo in the consultation process to assess the school’s ability to meet the needs of children with EHCPs.
• Conduct EHCP annual reviews, including preparation, write‑up and upload of annual review reports for identified children.
• Assist the SENCo and pastoral team with referrals to external agencies, NDQs for neurodiverse assessments, and DLA applications.
• Liaise with educational specialists, nurses, psychologists, health and social care professionals and voluntary bodies for reports, updates and support plans.
• Collaborate with parents who raise concerns about SEND needs, attend review meetings and record/action agreed actions including provision maps.
• Support the SENCo in developing and implementing the Assess, Plan, Do, Review process for pupils without an EHCP who have significant needs.
• Assist with writing and developing ISPs.
• Lead and coordinate review of pupil passports.
• Support the SENCo with KS3 and KS4 SEND transition, building strong relationships with local primary schools and post‑16 provision.
• Ensure all relevant school records are kept up to date, including arbor and CPOMS.
• Support and, where appropriate, line‑manage teaching assistants with the SENCo.
• Work with safeguarding, attendance and pastoral teams to support the needs of children with SEND.
• Undertake any other duties associated with the role as assigned by line manager or the headteacher.

The Ideal Candidate Will Have

• Strong understanding of SEND, inclusive practice and relevant legislation including the SEND Code of Practice (2015).
• Excellent organisational and administrative skills, and experience managing exam access and referral processes.
• A commitment to promoting the ethos and values of the school and achieving the best outcomes for all pupils.
• Experience working with children or young people in a school setting.
• Commitment to high‑standard work, supporting colleagues, and contributing to continuous improvement.
• Championship of the school’s values of Ambition, Respect, Care and Honesty.

Person Specification – Essential

• Qualifications and training: Level 3 or above, GCSE (or equivalent) in English and Maths Grade C/4 or above.
• Relevant experience in a school or educational setting, particularly supporting SEND provision.
• High levels of literacy and the ability to produce clear, accurate reports and professional communications.
• Strong knowledge of SEND processes and the ability to develop understanding of the SEND Code of Practice, the Graduated Approach and exam access arrangements (JCQ regulations).
• Proficiency in Microsoft Office (Word, Excel, Outlook), tracking systems, spreadsheets and online platforms such as SharePoint.
• Excellent organisational skills and the ability to manage multiple processes (testing schedules, referrals, documentation).
• Strong written and verbal communication skills, including liaising with staff, parents and external agencies and presenting information clearly.
• Ability to maintain accurate and compliant records in line with statutory requirements.

Person Specification – Desirable

• Degree‑level qualification.
• Additional SEND‑related training (e.g., dyslexia, autism, access arrangements).
• Training or accreditation linked to exam access arrangements or testing.
• Working knowledge of specific assessment tools (NGRT, Exact) and exam board processes.
• Understanding of multi‑agency working and referral pathways.
• Experience using specialist SEND or school MIS systems.
• Experience supporting exam access arrangements or internal assessments.
• Experience contributing to ISPs/APDR documentation or pupil passports.
• Experience liaising with external agencies (educational psychologists, SEND services).
• Experience supporting parents/carers with referral or application processes.
• Initiative to improve systems and processes.
• Confidence to support and guide colleagues.
• Commitment to ongoing professional development in SEND.