Associate Assistant Principal – SENDCo
Bradford Academy, Bradford, BD4 7QS9 days remaining to apply
Start date details
Easter 2026
Closing date
6 February 2026 at 9am
Date listed
26 January 2026
Job details
Job role
- SENDCo (special educational needs and disabilities coordinator)
Visa sponsorship
- Visas cannot be sponsored
Working pattern
- Full time
Contract type
- Permanent
Full-time equivalent salary
- £61,534.00 - £64,690.00 Annually (Actual) L8 - L10
Associate Assistant Principal – SENDCo job summary
Strategic direction and development of SEND
In the context of the Academy's aims and policies, the SENDCo, with the support of the wider leadership group, will co-ordinate the development and implementation of the SEND policy in order to raise achievement and improve the quality of education provided. They should:
contribute effectively to the development of a positive ethos in which all learners have access to a broad, balanced and relevant curriculum and which contributes to learners’ spiritual, moral, cultural, mental and physical development and in preparing learners for the opportunities, responsibilities and experiences of adult life.
support staff in understanding the learning needs of learners with SEND and the importance of raising their achievement.
ensure that the objectives of the SEND policy are reflected in the academy development plan; that effective systems are in place to identify and meet needs and that they are co-ordinated, monitored, evaluated and reviewed.
monitor the progress made in setting objectives and targets for learners with SEND, assist in the evaluation of the effectiveness of teaching and learning, and use the analysis to guide further improvement.
advise the Vice and Assistant Principal for Curriculum and Teaching on the level of resources required to maximise the achievements of learners with SEN.
liaise with and co-ordinate the contribution of external agencies.
ensure all statutory reviews, assessments and documentation are completed within the statutory timescales.
work with key staff to analyse and interpret relevant national, local and school data plus research and inspection evidence to inform the SEND policy, practices, expectations, targets and teaching methods.
Teaching and Learning
The SENDCo, with the support of the wider leadership group, should seek to develop effective ways of overcoming barriers to learning and sustaining effective teaching through the analysis and assessment of learners’ needs, by monitoring the quality of teaching and standards of learners’ achievements, and by setting targets for improvement.
They should:
support the identification of learners with SEND, and disseminate the most effective teaching approaches.
collect and interpret specialist assessment data gathered on learners and use it to inform practice.
work with learners, subject leaders, class teachers, learning guides, pastoral support workers and the multi-professional team to ensure that realistic expectations of behaviour and achievements are set for learners with SEN.
develop sympathetic intervention and provision to meet the learning needs of individuals.
monitor the effective use of resources, appropriate teaching and learning activities and target-setting to meet the needs of learners with SEN.
develop systems for monitoring and recording progress made by learners with SEND towards the achievement of targets set.
support the development of improvements in literacy, numeracy and information technology skills, as well as access to the wider curriculum.
identify and develop study skills to support learners in their ability to work independently and learn more effectively.
support other staff in developing learners’ understanding of the duties, opportunities, responsibilities and rights of citizens.
know how to recognise and deal with stereotyping in relation to disability or race.
maintain effective partnerships between parents and the school’s staff so as to promote learners’ learning and provide information to parents about targets, achievements and progress.
develop effective liaison between schools and other education providers to ensure that there is good continuity in terms of support and progression in learning when learners with SEND transfer.
develop effective liaison with external agencies as well as the Multi-Professional Team in order to provide maximum support for learners with SEND.
Leading and Managing Staff
SENDCos should support staff involved in working with learners with SEND by ensuring all those involved have the training and information necessary to secure improvements in teaching and learning and sustain staff motivation.
They should:
co-ordinate deployment of deputy SENCOs offering support and creating opportunities for development where necessary.
help staff to achieve constructive working relationships with learners with SEND;
encourage all members of staff to recognise and fulfil their statutory responsibilities to learners with SEND.
ensure the establishment of opportunities for themselves, learning support assistants and other teachers to review the needs, progress and targets of learners with SEND.
provide regular information to the Curriculum and Teaching team on the evaluation of the effectiveness of provision for learners with SEND, to inform decision-making and policy review.
advise, contribute to and, where appropriate, co-ordinate the professional development of staff to increase their effectiveness in responding to learners with SEND, and provide support and training to trainee and newly qualified teachers in relation to the standards for the award of Qualified Teacher Status, Career Entry Profiles and standards for induction, liaising with the Vice Principal, behaviour and attitudes, on effective provision for SEND training of staff.
Efficient and effective deployment of staff and resources
The SENDCo, should identify with the Vice and Assistant Principal for Curriculum and Teaching, appropriate resources to support the teaching of learners with SEND and monitor their use in terms of efficiency, effectiveness, and safety.
They should:
establish staff and resource requirements to meet the needs of learners with SEND, advise the Principal, senior management team and Governing Body of likely priorities for expenditure, and allocate resources made available with maximum efficiency to meet the objectives of the school and SEND policies, and to achieve value for money.
deploy, or advise leadership on the deployment of staff involved in working with learners with SEND to ensure the most efficient use of teaching and other expertise through effective provision mapping.
organise and co-ordinate the deployment of learning resources, including information and communications technology, and monitor their effectiveness.
maintain existing resources and explore opportunities to develop or incorporate new resources from the wide range of sources inside and outside the Academy.
commit to the Academy Code of Ethical Practice to ensure that safeguarding policies are fully implemented.
Accountability
Account for the effectiveness of the SEN area to Senior Leaders, Governors and others
Support the leadership team to provide information, advice and support to the Principal and Governors to enable them to meet their responsibilities for securing effective learning and teaching and improved standards of achievement, and for achieving efficiency and value for money in relation to SEND provision.
create and develop the SEND areas such that all staff recognise that they are accountable for the success of the academy
provide coherent and accurate accounts of the SEND area’s performance (including reporting to any external source who have a statutory right to such information ensure that parents and learners are well informed about curriculum, attainment and progress and about the contribution that they can make to achieving targets for improvement.
Ensure school is compliant with the law for pupils with SEND.
Conditions of employment
The above responsibilities are subject to the general duties and responsibilities contained in the written statement of conditions of employment (the Contract of Employment).
Work across the academy to support and encourage the school’s ethos and its objectives, policies and procedures as agreed by the Governing Body.
To uphold the school's policy in respect of safeguarding including committing to the Code of Ethical Practice.
Be aware of and comply with policies and procedures relating to health, safety and security, confidentiality and data protection, reporting all concerns to an appropriate person.
Perform any other reasonable tasks after consultation with the postholder.
This job description allocates duties and responsibilities but does not direct the particular amount of time to be spent on carrying them out and no part of it may be so constructed.
This job description is not necessarily a comprehensive definition of the post. It will be reviewed at least once a year and it may be subject to modification at any time after consultation with the postholder.
All staff participate in the academy’s performance appraisal scheme.
Further information about the job
Commitment to safeguarding
Our organisation is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults. We expect all staff, volunteers and trustees to share this commitment.
Our recruitment process follows the keeping children safe in education guidance.
Offers of employment may be subject to the following checks (where relevant):
childcare disqualification
Disclosure and Barring Service (DBS)
medical
online and social media
prohibition from teaching
right to work
satisfactory references
suitability to work with children
You must tell us about any unspent conviction, cautions, reprimands or warnings under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975.
Applying for the job
This school accepts applications through their own website, where you may also find more information about this job.
CVs will not be accepted for this application.
View advert on external website (opens in new tab)About Bradford Academy
- School type
- Academy, Church of England, ages 2 to 19
- Education phase
- All through school
- School size
- 1682 pupils enrolled
- Age range
- 2 to 19
- Ofsted report
- View Ofsted report
- School website
- Bradford Academy website
Bradford Academy ‘continues to be good. Relationships between adults and pupils and between pupils are cordial and open. This means that there is an atmosphere of mutual respect and care in the school. This has a very positive impact on learning and pupils’ progress’. Ofsted 2017
We have recently celebrated our tenth anniversary and continue to be judged by Ofsted as a ‘good school’. Having expanded our age range with Learners from the ages of 2 to 19, you will appreciate that this is no mean feat and we don’t sit still. We invest in supporting our Learners and our staff - we know that they are integral to our success.
Bradford holds a vibrant, diverse community and possesses unique character. Its diversity reflects Britain. The Academy plays an important part in preparing young people for life in our complex society. Learners are prepared to be active participants in their own communities through developing relationships and understanding the importance of exercising their voice. We hold this dear and believe it to be a major reason behind our success. We are developing leaders for the future; both staff and Learners. If you share our drive to make the school outstanding, make things happen and want to place your efforts where employees and students are known, valued and understood then we want to hear from you.
School location
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