Under the direction of the Principal, the SENDCo is responsible for the strategic leadership of SEND across all areas of school.
The SENCo has a duty to promote high quality inclusive education, ensuring students fulfil their potential through effective teaching and learning and high expectations.
• Provide effective direction and leadership to SEND support staff in order to effectively provide support and challenge to pupils with SEND in mainstream classrooms and within the specialist classroom areas.
• Model best practice, lead staff training and support staff to deliver high quality inclusive education.
• Liaise with outside professionals to ensure adequate provision for pupils.
• Arrange effective SEND INSET days/Staff Meeting in collaboration with the leadership team and executive team, supporting colleagues / visitors who do so.
• Prepare and organise SEND timetables and provision plans
• Take a leading role in reviewing / writing SEND policy documentation that reflect the schools practice.
• Assist in the display and dissemination of information to staff / parents and the community for whole school and SEND specific matters.
• Write HLN bids and take a full role in the EHCP process when required.
• Oversee admissions and transitions for pupils with SEND.
• To contribute to the development, monitoring and evaluation of the Academy Development Plan.
• To monitor teaching standards with the SLT.
• To monitor and evaluate standards of learning in the school with SLT.
• Attend Leadership meetings as required.
• Contribute to the creation of a climate that enables all staff to develop and maintain positive attitudes towards their teaching.
• Work collaboratively with the leadership team on identified academy priorities.
• To have responsibility and devolved leadership under the direction of the Principal for the strategic leadership and management of SEND.
• To ensure that the school complies with all statutory requirements in terms of the curriculum, assessment and recording and reporting of pupils’ attainment and progress and the code of practice.
• To implement appropriate strategies for improving and sustaining high standards of teaching, learning and achievement for all pupils.
• To ensure that teachers – through short, medium and long term plans – understand how to adapt planning to meet the needs of all learners.
• To use data effectively to establish clear and challenging targets for pupil achievement and improvement, including SEND, pupils with English as an additional language and other learning groups as appropriate and identified.
• To offer support and guidance to staff in the effective teaching of pupils suggesting appropriate strategies and CPD opportunities to ensure high standards.
• To liaise with relevant members of staff including outside agencies,
• Lead CPD meetings and INSET for the school.
• As a member of the Leadership Team - analyse and interpret relevant national, local and school data, research and inspection evidence to inform policies, practices, expectations, targets and teaching methods.
• To establish and implement clear policies and practices for assessing, recording and reporting pupils’ attainment and progress.
• To write an annual action plan and to monitor and evaluate it against the success criteria and to use this to identify future priorities for development as part of the academy plan.
• To maintain an evidence file for inclusion in the SEF, as appropriate
• To establish staff and resource needs and take responsibility for managing a budget of likely priority expenditure.
• To allocate, deploy and maintain resources to ensure value for money.
• To maintain effective communication with governors ensuring they are well informed about subject plans, policies and priorities.
• To develop appropriate networks with other outside agencies, including cluster groups, network learning communities, business, industry, community groups and ITT providers.
• To provide guidance and support to staff in their written communications regarding SEND, including the annual report to parents.
• To ensure the effective teaching of pupils by overseeing planning, preparation and assessment, and by any other appropriate evaluative activity.
• To develop a clear SEND referral and identification process
• To aid the identification and collection of evidence for appropriate access arrangements.
• To liaise with student support and Year leaders to develop strategies and provision for students with SEMH needs.
These tasks and accountabilities are intended to be a guide to the range and level of work excepted of the post-holder. This is not an exhaustive list of all tasks that may fall to the post holder and employees will be required to undertake any duties which may reasonably be regarded as within the nature of the duties and responsibilities/grade of the post as defined.
When teaching, all teachers are expected to:
1) Have a thorough and up to date knowledge of their subject(s) and should take account of wider curriculum developments that are relevant to their work;
2) Consistently and effectively plan lessons and sequences of lessons to meet students’ individual learning needs, including students with special educational needs, and gifted or talented students. They should be aware of, and take proper account of the strategies agreed in IEPs (Individual Education Plans) and IBPs (Individual Behaviour Plans);
3) Keep an attendance register of students in every lesson and following up absence when necessary;
4) Consistently and effectively use a range of appropriate strategies for teaching and classroom management;
5) Consistently and effectively use information about prior attainment to set well-grounded expectations for students, and monitor progress to give clear and constructive feedback;
6) Be able to make use of the performance data available in the Academy in order to determine how much progress their students are making;
7) Take responsibility for their own professional development and use the outcomes to improve their teaching and students’ learning;
8) Make an active contribution to implementing the policies and aspirations of the Academy and Trust;
9) Be effective professionals who challenge and support all students to do their best;
10) Set and maintain high expectations for student behaviour;
11) Set a good example to students, for example in terms of appropriate dress, standards of punctuality and attendance;
Archway Benefits. TLR2A plus SEN Allowance
Applying for the job
For more information about the vacancies, please visit https://www.archwaytrust.co.uk/vacancies/ To apply please click apply which will take you to the application form for the posts. More on how to apply
If you need these documents in an accessible format, please contact the school.
Academy, Church of England
1487 pupils enrolled
11 to 19
About Bluecoat Aspley Academy
Merrill Academy in Derby offers a broad curriculum designed to engage and challenge its students. The academy has 838 students and places a strong emphasis on positive relationships, promoting independence, equality, resilience, and consideration for others. Situated in the heart of the City of Derby it serves a busy and diverse local community.
The Nottingham Emmanuel School is a Church of England secondary and Sixth Form, with 1,126 students, including 200 in the Sixth Form. The £25 million site is located near the banks of the River Trent in West Bridgford. The School is a diverse community, serving families and students from every academic, social, faith and ethnic background. Emmanuel has been praised nationally for its outstanding work as an effective, inclusive Church school.