- Job role
- Working pattern
- Full time
- Contract type
- Leadership Scale (Outer London)
Do you have experience with SEN environment, supporting students with SEN? Harris Professional Skills Sixth Form is seeking to appoint an exceptional, experienced qualified teacher as SENCO.
As a SENCO at Harris Professional Skills Sixth Form and Aspire Academy, you will be an integral part of our team who put the children and young people at the heart of everything we do. You will have overall responsibility for determining the strategic development of SEND policy and provision in the school and day-to-day responsibility for the coordination of SEND provision to support individual pupils. You will ensure the specific requirements of pupils with SEND are understood and support measures are implemented effectively and ensure the school’s SEND provision is inclusive at all levels. You will have a sound knowledge of the SEND Code of Practice and ensure the school’s SEND provision meets the requirements that it sets out and how relevant legislation impacts on the provision of SEND in the school.
For this role, we are looking for someone who holds QTS, and you will have experience of working with children with SEND. You will have the ability to work with pupils and their families in a sensitive and positive way, demonstrating a sound knowledge of the SEND Code of Practice and its application and be able to show your understanding of the principles behind school improvement, including school improvement planning, monitoring and reviewing progress. You will make consistent judgements based on careful analysis of SEND data and present clearly a wide range of specialised information to both educationalists and non-educationalists.
We would love to hear from you if you share our passion and commitment to developing confident and capable young people by meeting their educational, health and social care needs in structured, nurturing school and home provisions
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.
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.
This job post has expired.
- School type
- Free School, ages 16 to 19
- Education phase
- School size
- 191 pupils enrolled
- Age range
- 16 to 19
About Harris Professional Skills Sixth Form
Harris Professional Skills Sixth Form is a unique new sixth form, established to provide an outstanding vocational education and preparation for skills-based work or transition to university for students in Croydon and the surrounding boroughs.
Harris Professional Skills Sixth Form caters for students who may not suit the traditional pathways at post-16. With small class sizes and strong pastoral support, we offer excellent, focused vocational options as well as the opportunity to take or resit GCSEs that you need to progress further – whether you choose to progress into a career or higher education.
Our new academy will offer a choice of construction, manufacturing, business or media for students choosing a vocational pathway, and a curriculum that will challenge and inspire you to develop the skills and confidence you need to compete successfully for jobs in your chosen vocation.
Croydon, like much of London and the South East, is undergoing a huge programme of construction and regeneration with the potential to benefit the area for generations to come. With a focus on hard skills and employability, Harris Professional Skills Sixth Form will help you develop the skills you need to be who you want to be – and be part of that success.