Job Description
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Ford End CE Primary and Little Waltham CEVA Primary School
SENCo - 0.4 with potential for additional hours as required
Our shared SENCo is retiring having established a successful working partnership between the two schools.
We are looking for a highly committed professional to take over the role who must have -
The ability to lead others
Excellent subject knowledge
Efficient organisational skills to enable timely submission of paperwork
Good liaison with outside agencies
The ability to lead Annual Reviews and other meetings
We can offer you well organised and coordinated procedures, supportive colleagues and lovely children. EHCP and one planning is established.
Visits to both schools are encouraged. Please contact Hazel Arnill, Headteacher of Ford End on 01245 237209 and/or Liz Maycock, Headteacher of Little Waltham on 01245 360246.
Applications may be made to either school online.
Closing Date 12 noon 11th May
Shortlisting 11th May
Interviews 17th May
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JOB DESCRIPTION
POST: SENCo
SCHOOL: Little Waltham C of E Primary School
PAY RANGE: MPS plus SEN allowance
RESPONSIBLE TO: The Headteacher
JOB PURPOSE: The duties outlined in this job description are in addition to those covered by the latest School Teachers' Pay and Conditions Document. It may be modified by the head teacher, with your agreement, to reflect or anticipate changes in the job, commensurate with the salary and job title. It will be reviewed in the context of the School Improvement Plan and Performance Management cycle.
Areas of Responsibility and Key Tasks
Teaching and learning
Identify and adopt the most effective teaching approaches for SEN pupils.
Monitor teaching and learning activities to meet the needs of SEN pupils.
Liaise with other schools to ensure continuity of support and learning when transferring SEN pupils.
Promote Inclusion best practice and contribute to the aims and ethos of the school through membership of the senior management team, a curriculum team, and attendance at school events.
Recording and assessment
Set targets for raising achievement among SEN pupils and other groups as appropriate.
Collect and interpret specialist assessment and performance data and share with other staff and Governors as appropriate.
Set up systems for identifying SEN, and assessing and reviewing SEN provision. This includes creating and monitoring EHCplans, provision maps with class teachers and learning support assistants.
Update the head teacher and governing body on the effectiveness of provision for SEN children.
Keep parents informed about their child's progress through individual meetings and at parents' evenings.
As necessary, prepare applications for EHCPlans; co-ordinate and attend annual reviews.
Assist Assessment Leader in making applications for additional support, time and/or specific papers for end of Key Stage assessments.
Maintain SEN register.
Evaluate the effectiveness of provision.
Leadership
Ensure all members of staff are able to recognise and fulfil their statutory responsibilities to SEN pupils
Provide training opportunities for learning support assistants and teachers to learn about Inclusion, including whole-school Inset.
Disseminate good practice in Inclusion across the school.
Identify resources needed to meet the needs of SEN pupils and manage the SEN budget.
Work with the Headteacher and Governors on the strategic development of SEND & Inclusion, including reviewing and formulating appropriate policies.
To be responsible for the supervision and organisation of learning support assistants, including their performance management.
Support pupil progress meetings, recording agreed provision within provision maps.
To be involved in the appointment of Learning Support Assistants.
To work with the Headteacher and other key staff on developing the effectiveness of transition arrangements between the Nursery (and other pre school settings) and FS; FS and KS1; KS1 and KS2 and KS2 to KS3.
Liaise with the Educational Psychology service and other specialist and support agencies.
To keep abreast of developments in SEND (e.g. research, changes to the law) and inform staff and Governors as necessary.
To attend appropriate training, CPD and conferences and provide feedback to colleagues.
Lead CPD on inclusion matters as needed across the school.
Work with the headteacher to plan the overall deployment of learning support assistants throughout the school.
Liaise with key stage leaders and all teachers in the successful deployment of learning support assistants within key stages and year groups.
Undertake SEND self evaluation, contributing to the school SEF and improvement plan and planning for continuous improvement in inclusion practice
Provide group wave intervention support as needed and appropriate
Model good practice in teaching pupils with SEND including those with severe complex needs.
Develop links with governors, the LA, external agencies and neighbouring schools.
Whilst every effort has been made to explain the main duties and responsibilities of the post, each individual task undertaken may not be identified.
Employees will be expected to comply with any reasonable request from a manager to undertake work of a similar level that is not specified in this job description.
The Governing Body is committed to safeguarding and promoting the welfare of children and young people, and expects all staff and volunteers to share this commitment.
Person Specification - SENCo
Qualifications
Essential
Desirable
Assessed by
Qualified Teacher Status
P
Hold the National Award for SEN co-ordination, be working towards it, or willing to undertake training
√
Evidence of involvement in INSET activities and commitment to further professional development.
P
Application & interview
Be a qualified teacher with 5 years or more teaching
√
Experience
Teaching experience in the appropriate key stage
P
Application & interview
Have evidence of working with children with Special Educational Needs.
√
Skills and Abilities
The ability to collaborate effectively and efficiently with school teams and work with other professionals and agencies
P
Interview
Communication skills, oral, written and presentational
P
Application & interview
Ability to carry out well planned, organised and innovative lessons
P
Demonstration lesson
Interview
Proficiency in the use of ICT and the software programmes used in schools
P
Application
The ability to contribute to establishing, maintaining and developing positive behaviour, good order and assertive discipline in the classroom
P
Application, interview, & demonstration lesson
The ability to use information and data for purposes of recording, monitoring, evaluation and reporting
P
Application and interview
Knowledge
Have a thorough knowledge of the latest SEN Code of Practice
√
Relevant (to be agreed) subject and/or curriculum knowledge, understanding and expertise
P
Application
The ability to contribute to curriculum development and innovation across a year group
P
Application and interview
How to direct and supervise support staff in class
P
Interview
How children and young people learn, develop and progress through life stages and events
P
Application and interview
How ICT can be used effectively to motivate children to learn
P
Interview
How to plan, deliver, monitor and evaluate lessons and learning as part of the school curriculum
P
Application and interview
Health and safety practice and the role of the individual in promoting and safeguarding pupil and staff welfare
P
Application and interview
How to promote and contribute to the implementation of equalities and inclusion policies in schools
P
Application and interview
Qualifications and Experience
Qualified Teacher Status
P
Evidence of qualification
Successful teaching experience
P
Application
Evidence of continuing professional development
P
Application
Information about the School
Ford End CE VC Primary School is an excellent school and has provided a broad and balanced education for children aged 4 – 11 years in the village of Ford End and its surrounding villages since 1872.
We are a school that prides itself on balancing good academic standards with caring, supportive pastoral care. Our SATs results are at national standard or above and are continuing to improve. In February 2018, Ofsted called our school, “a caring, welcoming school in which pupils develop a sense of security needed to become confident learners” where “pupils are polite, eager and cooperative in their learning.” They praised the fact that pupils, parents and staff are proud to be part of our school with one parent stating that staff, “go above and beyond to care for the children.” Through working with the dynamic LIFE Education Trust and schools in our River Chelmer Partnership, we are continuing to develop our holistic approach which supports the physical, moral and spiritual development of our pupils. We offer a wide range of clubs out of the school day. We are fully committed to the beliefs of LIFE Education Trust: Courageous Optimism, Boundless Creativity and Heartfelt Compassion, which we believe support our Christian foundation and our distinctive Christian ethos and build great learning communities.
Our expectations are high for both pupils and staff and we believe in being aspirational. Our motto is “Hope and a Future” and we aim to give all our children the tools they need to flourish and prosper. Our Vision, “ For I know the plans I have for you declares the Lord, plans to prosper you and not to harm you; plans to give you hope and a future.” Jeremiah 29:11, support us all in our endeavours to achieve this.
Ford End is a wonderful school with delightful children who are a joy to teach and support, and together with LIFE Education Trust, we will continue to serve our community and give all our children the hope they need for a fulfilled and successful future.