- Job role
- Working pattern
- Will consider full time, part time
- Contract type
- MPS (Inner London) + £2,000 Harris Allowance + SEN Allowance
Do you have experience with SEN environment, supporting students' with SEN needs? We are seeking to appoint an exceptional, experienced qualified teacher as SENCO to work alongside our existing SENCO.
In addition to QTS we are seeking someone who has an additional SEN qualification such as Level 7 SpLD or equivalent that allows exam access assessment or the NASENCO Award.
Main Areas of Responsibility
To ensure that Academy practice is compliant with the SEND Code of Practice (2014) and other relevant statutory requirements.
To work with the Academy Leadership team ensuring an ethos of Inclusion within the Academy and a culture of high aspirations for students with SEND.
To work with the Academy Leadership team ensuring the implementation of the Academy SEND Policy.
To ensure that the provision of SEND support is in accordance with the aims of the Academy and the curricular policies determined by the Governing Body and Principal of the Academy.
To be responsible for maintaining the Academy’s SEND Profile, ensuring that it is always up-to-date and is an accurate picture of student SEND need across the Academy.
To be responsible for the accurate identification of SEND need across the Academy, ensuring a rigorous and thorough assessment process.
To be a role model with regard to Quality First Teaching and differentiation within your own teaching practice.
To be responsible for the embedding of Quality First Teaching across the Academy.
To be responsible for the Academy SEND Offer, ensuring high quality targeted interventions enabling students with SEND to make better progress.
In consultation with the Academy Leadership Team, to provide a programme of professional development with regard to SEND, that ensures all staff have the knowledge, skills and understanding to plan teaching and learning effectively and enable students with SEND to make expected progress.
To be responsible for tracking the progress of students with SEND, using a wide range of Academy data relating to progress, attainment, referrals, exclusions, detentions and attendance to identify barriers to learning.
To deploy staff and resources according to the needs of SEND students.
To write a termly report to the Governing body on progress and developments.
To work with Heads of Department, Coordinators and Faculty Directors to ensure that Quality First Teaching Strategies are embedded in teaching and learning across the Academy.
To work with Heads of Department, Coordinators and Faculty Directors to ensure that strategies on Student SEN Profiles are being used as part of the lesson planning process and are integral to teaching and learning across the Academy.
To work with Heads of Department, Coordinators and Faculty Directors to monitor, evaluate and review the quality of teaching and learning across the Academy, with regard to SEND students
To work with teachers, Heads of Department, Coordinators and Faculty Directors to ensure that Quality First Teaching is embedded in teaching and learning.
To work with Faculty Directors to monitor the academic progress of students with SEND within the Academy, ensuring expected progress and the provision of targeted interventions as appropriate.
To work with Heads of Department, Coordinators and Faculty Directors to ensure efficient and effective use of Teaching Assistant support.
To ensure that the SEND Development plan has clear aims and objectives, enabling progression within all areas of SEND Policy and provision.
To be responsible for ensuring that the Assess, Plan, Do, Review Model is integral to monitoring evaluation and review of SEND provision and that it forms an essential part of whole Academy monitoring, evaluation and review (MER). This includes half-termly progress reviews, observations.
Qualifications & Experience
University graduate (Good Honours degree)
Postgraduate teaching qualification
Evidence of Continuing Professional Development relevant to the SENCO role or willingness to undertake this training.
An additional SEN qualification such as Level 7 SpLD or equivalent that allows exam access assessment or the NASENCO Award.
Knowledge and Understanding of the Curriculum
Knowledge and understanding of national priorities, current curriculum development and an ability to design and implement an innovate curriculum based on students’ needs
A thorough understanding of quality assurance techniques
An appreciation of student motivation
An understanding of how professional development contributes to the raising of quality
SEN experience in a secondary school
Evidence of successful teaching experience
Evidence of pastoral experience
Experience of working with key stakeholders such as parents, governors, employers etc
The Harris Federation and all our academies are committed to ensuring the highest levels of safeguarding and promoting the welfare of children, and we expect all our staff and volunteers to share in this commitment. All offers of employment are subject to an Enhanced DBS check, references, and where applicable, a prohibition from teaching check will be completed for all applicants. Before applying, please review our Policy Statement on the Recruitment of Ex-Offenders.
The Harris Federation is an equal opportunities employer and welcomes applications from all suitably qualified candidates.
As a provider of employment and education, we value the diversity of our staff and students, and all our staff are equally valued and respected. We are committed to providing a fair, equitable and mutually supportive learning and working environment for our students and staff.
Our people are at the heart of our success. We have developed a strong culture of collaboration and best practice, with professional development and career planning at its centre. We invest in our staff with support, coaching, mentoring, and a wide range of top-quality training programmes delivered at every level to senior leadership.
We look for talented individuals who share our vision for creating exceptional places of learning, and are committed to ensuring that every child in London has access to the best possible education.
In addition to the opportunities for career progression, training and development, we also offer a competitive rewards and benefits package which includes our Harris Allowance, a Performance and Loyalty Bonus, Pension Scheme, a Wellbeing Cash Plan and many other benefits.
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- School type
- Academy, ages 11 to 18
- Education phase
- School size
- 846 pupils enrolled
- Age range
- 11 to 18
About Harris Boys' Academy East Dulwich
Harris Boys’ Academy East Dulwich opened in September 2009 and is part of the Outstanding Harris Federation. Our vision is clear: nothing is impossible and everything is possible, irrespective of personal characteristics or background. Every problem has a solution. We believe we are more robust, resilient and determined as a team than as a group of individuals. We support, challenge and hold each other to account at all levels within the academy to ensure that our students achieve their potential, are motivated, engaged and fully prepared for life beyond our academy. The academy’s specialisms are Enterprise and Sport with a ‘can-do’ ethos of always improving upon your personal best. The Academy will accommodate 750 boys when full. Harris Boys' benefits from a state-of-the-art purpose-built building with the very latest facilities and equipment. The Academy offers a co-educational Post 16 with the nearby Harris Girls' Academy, together comprising capacity for 400 Sixth Formers. Harris Boys' was judged to be an outstanding school by Ofsted in December 2011.
We encourage our students to be critical thinkers and promote these skills throughout the curriculum. A student at Harris Boys' Academy will learn how to engage critically with foreign affairs, religion and society, issues of citizenship and the media, so they acquire the skills, and recognise the value of, thinking for yourself and thinking in a well-reasoned manner.
“We are very lucky to have an amazing staff team who work together, and what you get from this is an inertia of this body of professionals who are striving to be the very best they can be. It is down to these two points – staff who are on board, who want to change futures and want to be better at what they do, and students who buy into this idea of ‘I’m at school because I can make myself a better person and I can flourish in life.’ When you have these two points together, which is what we have worked very hard to obtain, then you can make wonderful things happen. And that’s shown through our outcomes and is also shown through if you’ve ever had a chance to speak to the boys and the parents of this school community.” Peter Groves, Principal