KS3 SENCO

Westfield Academy, Watford, Hertfordshire, WD18 6NS

30 days remaining to apply

• Start date details

  ASAP

• Closing date

  28 October 2026 at 11:59pm

• Date listed

  28 September 2026

Job details

• Job role:
  • Teacher or lecturer
• Visa sponsorship: Visas cannot be sponsored
• Working pattern: Full time
• Contract type: Permanent
• Full time equivalent salary: Salary dependent on qualifications and experience

KS3 SENCO job summary

Job description

Job title:

KS3 SENCO

Grade:

Salary dependent on qualifications and experience

Hours / weeks:

Full time

Contract type:

Permanent

Reports to:

SENDCO

Responsible for:

SEND provision across Years 7-9 and designated Learning Support Assistants

Job purpose

• The KS3 SENCO will work closely with the SENCO to lead and coordinate high-quality SEND provision across Years 7-9.

• The postholder will have specific responsibility for ensuring that students with SEND in KS3 are appropriately identified, supported and monitored, and that effective provision and reasonable adjustments are in place to enable them to make progress.

• The KS3 SENCO will support the implementation of the SEND Code of Practice, Education, Health and Care Plans (EHCPs), the Assess, Plan, Do, Review (APDR) process and the Academy’s wider approach to inclusion.

Main responsibilities

• Lead and coordinate SEND provision across Years 7, 8 and 9 under the direction of the SENCO.

• Work closely with the SENCO, Heads of Year, Inclusion Team and teaching staff to ensure the needs of KS3 students with SEND are identified and supported.

• Oversee the Assess, Plan, Do, Review cycle for KS3 students receiving SEN Support.

• Manage and review KS3 Provision Plans and ensure that staff have clear and up-to-date information about students’ needs, provision and classroom strategies.

• Monitor the progress, attainment, attendance and engagement of KS3 students with SEND and identify where additional support is required.

• Coordinate and monitor targeted SEND interventions across KS3 and evaluate their impact.

• Support the achievement and progress of all KS3 students with SEND.

• Support the attendance and engagement of KS3 students with SEND, working collaboratively with pastoral staff and families where appropriate.

• Meet regularly with students to ensure their views are reflected in their provision and support.

• Build positive and professional relationships with parents/carers and act as a key point of contact for KS3 SEND matters.

• Liaise with external agencies and professionals as appropriate.

• Raise awareness of SEND and promote inclusive practice across the Academy.

EHCPs and Statutory Responsibilities

• Work with the SENCO to ensure the Academy meets its statutory responsibilities towards students with SEND.

• Have a secure working knowledge of the SEND Code of Practice and relevant SEND legislation.

• Support the SENCO with applications for Education, Health and Care Needs Assessments, including coordinating and gathering appropriate evidence.

• Support the SENCO with the implementation and monitoring of EHCP provision.

• Ensure that provision specified within Section F of KS3 students’ EHCPs is understood, monitored and delivered, escalating concerns to the SENCO where necessary.

• Contribute to and, where delegated by the SENCO, lead EHCP Annual Reviews for KS3 students.

• Respond to Local Authority consultations as directed by the SENCO and within statutory timescales.

• Maintain accurate SEND records and ensure relevant documentation is completed within required timescales.

• Liaise with Local Authority officers and external professionals as appropriate.

Access Arrangements

• Work alongside the SENCO and Exams Officer to identify KS3 students who may require Access Arrangements.

• Coordinate the gathering of teacher evidence to establish students’ normal way of working.

• Support the implementation and monitoring of appropriate classroom adjustments and assessment arrangements.

• Ensure agreed adjustments are routinely used in lessons and internal assessments so that normal way of working can be appropriately evidenced.

• Support the SENCO with screening and assessment processes for Access Arrangements where appropriately qualified to do so.

• Maintain accurate records and evidence to support future Access Arrangement applications.

• Develop staff understanding of Access Arrangements, including the importance of establishing a normal way of working.

• Ensure staff understand that Access Arrangements should not be promised to students or parents before the appropriate evidence and assessment processes have been completed.

• Work with the SENCO and Exams Officer to ensure practice is consistent with current JCQ regulations.

Transition

• Take a lead role in SEND transition from Year 6 into Year 7.

• Liaise with primary schools to gather relevant SEND information and ensure appropriate support is in place for students joining the Academy.

• Attend or contribute to transition meetings for students with significant SEND where appropriate.

• Work with students and families to support a successful transition into secondary school.

• Ensure relevant information is communicated effectively to teaching and support staff before students start.

• Support transition between KS3 year groups and preparation for KS4.

Teaching, Learning and Intervention

• Promote high-quality adaptive teaching as the first response to SEND.

• Work with teachers to identify barriers to learning and appropriate strategies to support individual students.

• Provide guidance to staff on appropriate teaching and learning approaches for students with SEND.

• Observe students where appropriate and provide practical advice and strategies to teaching staff.

• Support teachers in implementing reasonable adjustments and Provision Plan strategies consistently.

• Plan, deliver or oversee targeted SEND interventions where required.

• Monitor intervention attendance, progress and impact and recommend changes where provision is not having the intended impact.

• Use assessment information and data effectively to identify students who may require further investigation or support.

• Support the development of literacy, numeracy, communication, cognition and learning and SEMH interventions as appropriate.

• Provide SEND support and training to teachers, trainees and early career teachers where required.

Leadership and Line Management

• Line manages designated Learning Support Assistants as directed by the SENCO.

• Complete appraisal and supervision processes for allocated staff.

• Support the effective deployment of LSAs according to identified student needs.

• Provide guidance and support to LSAs to ensure provision is effective and promotes student independence.

• Promote teamwork and positive working relationships across the SEND team.

• Support the professional development of teaching and support staff in relation to SEND.

• Monitor the quality and impact of support provided to KS3 students.

• Work collaboratively with the wider Inclusion and Pastoral teams while maintaining clear SEND responsibilities.

Parents, Students and External Agencies

• Develop positive relationships with parents/carers of KS3 students with SEND.

• Liaise with and inform parents/carers about SEND provision for their child.

• Ensure the views of students and parents/carers contribute to the APDR process.

• Attend and contribute to meetings with families and professionals.

• Liaise with educational psychologists, specialist teachers, outreach services, health professionals, social care and other agencies as appropriate.

• Maintain accurate records of meetings, discussions, agreed actions and professional advice.

• Ensure relevant information from external professionals is shared appropriately with staff.

Monitoring and Evaluation

• Monitor the academic progress, attendance, behaviour and engagement of KS3 students with SEND.

• Use data effectively to identify students who are underachieving or where provision may need to change.

• Evaluate the impact of SEND interventions and additional provision.

• Report concerns and emerging trends to the SENCO.

• Contribute to the development and evaluation of the Academy’s SEND provision.

• Support the SENCO with SEND audits, reviews and preparation for external scrutiny where required.

Other Duties

• Deputise for the SENCO in matters relating to SEND when appropriate and as directed.

• Attend staff meetings, parents’ evenings, INSET sessions, Open Evenings and other relevant Academy events.

• Assist with the supervision of students outside lesson times, including before school, after school and at lunchtime as reasonably required.

• Support and promote the aims, values and policies of the Academy.

• Maintain confidentiality and professional standards at all times.

• Undertake relevant professional development.

• Participate fully in the Academy’s performance management and appraisal processes.

• Undertake other reasonable duties consistent with the level and nature of the role.

Safeguarding

The postholder will be expected to promote and safeguard the welfare of children and young people and follow all Academy safeguarding policies and procedures.

The successful candidate will be subject to the Academy’s safer recruitment procedures and an enhanced Disclosure and Barring Service check.

The duties and responsibilities listed above describe the post as it is currently envisaged. The role will be reviewed annually as part of the performance appraisal process, and the postholder will be expected to undertake reasonable duties consistent with the level and nature of the role.
Westfield Academy is committed to safeguarding and promoting the welfare of children and young people. To meet this responsibility, we follow a rigorous, safer recruitment process. All successful candidates will be subject to an enhanced Disclosure and Barring Service check and other appropriate pre-employment checks.

Person specification

Attributes

Essential (or expected to train / qualify to that standard)

Desirable

General

• Polite and courteous

• Confidentiality, probity & integrity

• Excellent time management

• Strong verbal and written communication skills

Qualifications & training

• Qualified Teacher Status (QTS)

• National Award for SEN Coordination (NASENCO) or National Professional Qualification for SENCOs (NPQ SENCO)

• Degree or equivalent recognised qualification

• Evidence of recent and relevant professional development relating to SEND

Relevant experience

• Successful teaching experience within a school setting

• Significant experience of working with students with a range of SEND

• Experience of supporting students with EHCPs and those receiving SEN Support

• Experience and understanding of the Assess, Plan, Do, Review process

• Experience of developing, implementing and reviewing individual SEND provision

• Experience of working collaboratively with parents/carers

• Experience of working with external professionals and agencies

• Experience of using assessment, attainment and progress information to identify need and evaluate provision

• Experience of planning, implementing or evaluating SEND interventions

• Experience of supporting and advising teaching and support staff

• Experience of working within a secondary school, particularly KS3

• Experience of leading SEND provision across a year group, key stage or whole-school area

• Experience of completing or contributing to Education, Health and Care Needs Assessment requests.

• Experience of leading or contributing to EHCP Annual Reviews

• Experience of line managing or supervising support staff

• Experience of supporting Year 6 to Year 7 SEND transition

• Experience of delivering SEND training to teaching and support staff

• Experience of Access Arrangements and gathering evidence of normal way of working

• Knowledge and understanding of current JCQ Access Arrangements requirements

• Experience of screening or assessment relating to literacy and learning needs

Knowledge, skills and abilities

• A secure knowledge of the SEND Code of Practice and current SEND legislation

• A strong understanding of the four broad areas of SEND

• A secure understanding of high-quality adaptive teaching and reasonable adjustments

• Knowledge and understanding of EHCP processes and statutory provision

• An understanding of Section F of an EHCP and the Academy’s responsibility to secure the provision specified

• The ability to identify barriers to learning and develop appropriate strategies and support

• The ability to analyse assessment, attainment, progress, attendance and behaviour information

• The ability to evaluate the impact of interventions and provision

• An understanding of the importance of students’ normal way of working in relation to Access Arrangements

• Excellent written and verbal communication skills

• Strong organisational and time-management skills

• The ability to prioritise a demanding workload and meet statutory deadlines

• The ability to communicate confidently and professionally with students, parents/carers, staff, Local Authority officers and external professionals

Personal aptitude, qualities and skills

• Have high expectations for students with SEND.

• Be committed to inclusive education and improving outcomes for students.

• Be approachable, calm and solution-focused.

• Demonstrate professional integrity, discretion and confidentiality.

• Be able to manage sensitive and challenging conversations professionally.

• Be organised, reliable and able to follow agreed actions through to completion.

• Be able to work independently while knowing when matters should be escalated to the SENCO.

• Be a strong team player who can develop positive working relationships.

• Be willing to challenge practice appropriately where the needs of students with SEND are not being met.

• Promote student independence rather than dependency on adult support.

• Be flexible and able to respond effectively to changing priorities.

• Be committed to safeguarding and promoting the welfare of children and young people.

Further information about the job

The candidate will be required to undergo a full enhanced DBS check and must be eligible to work in the UK.

Visas cannot be sponsored.

If you're interested in teaching or training to teach in England as an international citizen, we can help you understand your next steps.

Commitment to safeguarding

Westfield Academy and it's Trust Board fully recognise that they have a duty of care to ensure arrangements are in place for safeguarding and promoting the wellbeing of children. We recognise that all members of the school community, including volunteers and Trustees, will at all times play a full and active part in protecting our students from harm.

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.

About Westfield Academy

• Organisation type: Academy, ages 11 to 18
• Education phase: Secondary school
• Size: 1331 pupils enrolled
• Age range: 11 to 18
• Ofsted report: View Ofsted report
• Website: Westfield Academy website
• See more jobs: teaching-vacancies.service.gov.uk/organisations/westfield-academy

It is with great pleasure that I welcome you to Westfield Academy. We are an over-subscribed, high-performing, non-selective Academy. We have been a consistently "Good" OFSTED school since 2012, with our most recent inspection being December 2019. During my time as Headteacher, our students have consistently achieved some of the best exam results in South West Herts.

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