Special Educational Needs Co-Ordinator (SENCO)
The SENCO has an important role to play alongside the Headteacher, Deputy Headteacher (Inclusion) and Local Academy Committee (LAC), in determining the strategic development of SEND policy and provision in the school. The key task of the SENCO is to ensure that Special Education Needs (SEND) provision is both efficiently and effectively managed.
The range of responsibilities delegated to the SENCO with regard to provision and coordination is outlined below. It is expected that all legal and statutory requirements are met for students with SEND via the SENCO in line with the Code of Practice. With the support of the Head, Deputy and LAC you will take responsibility for the day to day operation of the school’s SEND policy. You will provide professional guidance to colleagues and work closely with staff, parents and carers, and other agencies. You will be aware of the provision in the Local Offer and work with professionals to provide a support role to families to ensure that children with SEND receive appropriate support and high quality teaching.
Working with the Deputy Headteacher (Inclusion), you will have the following responsibilities:
• Strategic direction and development of SEND provision
• Teaching and learning
• Leading and managing staff
• Efficient and effective deployment of staff and resources.
Strategic direction and development of SEND provision
• Oversee the day-to-day operation of the school’s SEND policy
• Co-ordinate provision for children with SEND
• Ensure effective systems of communication, including feedback about pupils’ learning to inform future planning
• Monitor the quality of SEND support by establishing effective systems to identify and meet the needs of pupils, whilst ensuring that the systems are coordinated, evaluated and regularly reviewed.
• Developing and maintaining positive relationships with parents and carers, which involve them actively in the classroom and in the learning process
• Ensure SEND policy is reflected in the school performance plan
• Liaise with and co-ordinate the contribution of external agencies
• Have up-to-date knowledge of national and local initiatives
which may impact upon policy and practice
• Work with the Headteacher and LAC to ensure the school meets its responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements.
Progress and achievement of pupils
• Assess and review children’s progress towards outcomes, including the opportunities available to work with parents and children as part of this assessment and review
• Analyse data to identify where support is needed
• Collect and interpret specialist assessment data gathered on pupils and use to inform practice
• Where a pupil is not making adequate progress, collaborate with teachers and parents on problem solving, planning support and teaching strategies for individual pupils
• Play an active role in pupil progress meetings
• Liaise with potential next providers of education to ensure a young person and their parents are informed about options and a smooth transition is planned.
Teaching and learning
• Ensure the Teaching and Learning Policy promotes inclusion
• Lead INSET regularly and where appropriate; this may include within the Teaching School Alliance
• Provide opportunities for observation of colleagues/visits to other schools in order to share best practice
• Work with pupils, class teachers, subject and phase leaders to ensure the curriculum, teaching and learning environment promotes high expectations and matches SEND need
• Support developments and initiatives to improve standards across the curriculum
• Oversee and monitor the quality of Provision Maps
and maintain detailed information for subsequent meetings with parents
• Develop systems for colleagues to monitor and record progress made by pupils with SEND towards the achievement of targets set in Provision Maps
• Review Provision Map targets in line with the Assessment Policy with parents, children, teachers and agree and communicate new targets
• Lead the Annual Review and termly meetings for pupils with Education, Health and Care Plans
• Lead and oversee interventions for SEND pupils where approved.
• Support the Headteacher in meeting statutory responsibilities for EHCP and their Annual Review
• Liaise with Early Years providers, other schools, educational psychologists, health and social care professionals, and independent and voluntary bodies
• Lead Team Around the Child meetings for SEND pupils as and when required.
Leadership and management
• Lead the strategic vision for SEND and be instrumental in planning for continual improvement
• Promote an atmosphere of inclusion and share good practice with colleagues
• Advise on a graduated approach to providing SEND support
• Advise on the school’s delegated budget and other resources to meet the pupils’ needs effectively
• Liaise with parents of children with SEND
• Contribute to the school’s development plan
• Support the professional development of all staff, including newly qualified teachers, initial teacher training students and support staff
• As directed by the Senior Leadership Team, manage effectively all staff connected with inclusion
• Identify the training needs of staff and organise/coordinate INSET to be delivered by other professionals
• Disseminate procedural information such as recommendations in the Code of Practice or the school’s own SEND policy
• Ensure the establishment of opportunities for Teaching Assistants/LSAs to review the needs, progress and targets of pupils with learning difficulties
• Provide regular information to SLT and LAC on the evaluation of the effectiveness of provision for pupils with SEND, to inform decision-making and policy review
• Undertake such other duties that may be required from time to time at the request of the Head of School
• This job description will be reviewed regularly and may be subject to modification and amendment after consultation
Key organisational objectives
You will contribute to the school’s objectives in service delivery by:
• Following Health and Safety requirements and initiatives as directed
• Ensuring compliance with Data Protection legislation
• At all times operating within the school’s Equal Opportunities framework
• Commitment and contribution to improving standards for pupils as appropriate
• Acknowledging Customer Care and Quality initiatives
• Contributing to the maintenance of a caring and stimulating environment for pupils
Conditions of service
Governed by the National Agreement on Pay & Conditions of Service, supplemented by local conditions as agreed by the LAC.
Special conditions of Service
You may be required to work outside of normal school hours on occasion (e.g. to attend full LAC and/or committee meetings, etc.) with due notice.
Because of the nature of the post, candidates are not entitled to withhold information regarding convictions by virtue of the Rehabilitation of Offenders Act 1974 (Exemptions) Order 1975 as amended.
Candidates are required to give details of any convictions on their application form and are expected to disclose such information at the appointed interview.
Because this post allows substantial access to children, candidates are required to undergo an Enhanced DBS Check, Health Check and provide suitable referees.
You will be expected to carry out all duties in the context of and in compliance with the Trusts Equal Opportunities Policies.
To be fully aware of and understand the duties and responsibilities arising from the Children Act 2004 and Working Together 2018 in relation to child protection and safeguarding children and young people as this applies to your role within
To also be fully aware of the principles of safeguarding as they apply to vulnerable adults in relation to your role.
To ensure that your line manager is made aware and kept fully informed of any concerns which you may have in relation to safeguarding and/or child protection.
Essential educational requirements
Educated to degree level
QTS with at least four years experience
Have completed or be in the process of completing, or keen to complete the 'National SENCO Award' if you are new to the role since 2009
Essential skills and experience
FTeaching in Key Stage 1 and/or 2
Experience of Teachin gin a multicultural inner city environment
Experience of budget management
Experience of training other teachers/support staff
Experience of setting targets and monitoring, evaluating and recording progress
CPD will always be encouraged
About Chesterton Primary School
Chesterton is a thriving inner city primary school with 465 pupils on roll. We welcome children of all faiths, from a wide range of nationalities, into our school community. Over two-thirds of pupils need extra support in learning English as an additional language when they join us. At Chesterton we value pride, resilience and kindness. We offer a broad curriculum with excellent pastoral support so that every child can leave us having worked hard, developed their talents and achieved to the very best of their ability. About our curriculum At Chesterton we offer an extensive, creative curriculum. We believe that giving children opportunities to learn across a range of locations including the outside environment is hugely beneficial. We have exciting learning spaces, which are integral to our weekly timetable. We also have a full programme of enrichment trips in and around London and beyond, including local museums, art galleries and farms. The school has embraced the National Curriculum and has designed exciting and relevant cross-curricular topics, while maintaining a strong focus on English and Maths. These topics, which begin with an exciting launch morning, engage the children in their learning and provide them with a rich vocabulary to support their writing. Our curriculum provision is enhanced by specialist teachers who team teach Spanish, computing, music and PE alongside the class teachers. In all subjects, the learning objectives are heavily focused on developing the children’s skills which will equip them for lifelong learning. Here at Chesterton we are a UNICEF Rights Respecting School and have achieved the Gold award. We learn about our rights but we also learn ‘through’ our rights. Our pupils are stepping up and making a difference in their local community and world at large. At Chesterton, pupils know that no matter your age or where you live, we can all make a positive impact – whether that’s volunteering, fundraising or raising awareness for causes that matter. Our pupils strive to achieve their best for themselves and for others. In 2012, Chesterton Primary School was awarded Teaching School status. This allows us to bring schools together to help improve children’s learning through shared practice and professional development. In partnership with Chestnut Grove Academy, we have established ourselves as the Wandle Teaching School Alliance. The Alliance consists of a wide range of schools from different phases, specialisms and institutions who work together in a variety of ways to identify and tackle key issues within schools. We have a dedicated and enthusiastic staff in all phases and sectors. Whatever stage you are in within your career the Teaching School and its partners offer a comprehensive package to support both career and professional development right through to Headship and Masters qualifications. Along with Belleville Primary, Chesterton leads the London South West Maths Hub working in partnership with Wandsworth Local Authority. The London South West Maths Hub is one of 34 Maths Hubs nationally. This status has been awarded by the Department for Education in recognition of the outstanding mathematics provision that has been consistently delivered in recent years by Chesterton Primary. The London South West Maths Hub aims to support schools in seven boroughs (Wandsworth, Merton, Sutton, Kingston, Richmond, Hillingdon and Hammersmith & Fulham) through a range of national and local projects each year. The core purpose of the Hub is to engineer a school based support network to develop Mastery style teaching at all levels of education. Chesterton Primary School is proud to one of the Department for Education’s new English Hubs – one of just 32 schools nationwide recognised for their excellence in teaching and learning. Our English Hub works with 16 boroughs across London supporting schools to achieve excellence in early literacy teaching and focuses on the following three areas: developing early language and closing the word gap; developing early reading through systematic, synthetic phonics and promoting a love of reading. The Wandle Early Years Hub, led by the WTSA, is one of only three hubs across London. The Hub works with Early Years providers and local families to improve the take up of free quality childcare and early education provision for eligible 2-year-olds. It will improve Early Years provision for the most disadvantaged children, promote early years as a career and improve early intervention for children with special educational needs and disabilities.
- Dagnall Street, London, SW11 5DT
- Chesterton Primary School website (opens in a new window)