Job Description Special Educational Needs Coordinator
Responsible to: Assistant Headteacher – Access and Inclusion
Responsible for : Teaching Assistants
Salary TLR 2.3
JOB PURPOSE:
The SENCO is a member of the middle management and inclusion teams. The SENCO works to raise levels of achievement for all learners at this school with a particular focus on those with additional needs. The SENCO coordinates and monitors the development of Individual Education Plans (ILP’s) for all learners at this secondary school. The SENCO supports the assistant head for inclusion on a daily basis and deputises for them as required. The SENCO is expected to actively promote the educational aims and ethos of the school at all times.
In addition to the Conditions of Employment of teachers, as set out in the School Teachers’ pay and Conditions Document 2006, the postholder will have the following additional responsibilities:
Personnel management
• Deputise for the Assistant Head for Access and Inclusion in his or her absence
• Assist the Assistant Head for Access and Inclusion in the management and leadership of staff in area of learning support
• Line manage a team of teaching assistants to include the HLTA and other support staff.
• Organise and coordinate the work of outside agencies
• Organise regular reviews of IEP’s and Annual reviews of Statements, including Transitional Reviews at 14+ and disseminate information to staff.
• Draw up timetables for support and intervention after consultation with staff concerned
• Oversee arrangements for the administration of annual reading tests
• Ensure that access arrangements are applied for and put in to place where appropriate
• Organise special arrangements during examination periods
Curriculum and learners
• Work closely with the Assistant Head for Access and Inclusion to ensure high quality provision for students requiring learning support
• Attend inclusion team and subject leader meetings to help create positive solutions for learners with Special Educational Needs
• Teach individuals and small groups of learners as appropriate
• Teach and contribute towards curriculum developments both within own subject area and across the whole school for thematic curricula such as Opening Minds
• To ensure that all teaching across the school reflects the needs of SEN pupils
• Support the identification of and disseminate the most effective teaching approaches for specific additional needs (e.g. ADHD, Dyslexia)
• Contribute to the monitoring of the effective use of resources, appropriate teaching and learning activities and target setting to meet learners additional needs
• Make use of and model a range of teaching and learning strategies to meet the needs of subject and of different learners
• Ensure effective development of learner literacy, numeracy and ICT skills in all learning situations.
• Implement all whole school and subject areas policies for assessing, recording and reporting on learner achievement and use this information to set learner targets.
• Evaluate teaching in order to identify effective practice and areas for improvement
• Ensure development of learners individual and collaborative study skills necessary for them to become independent learners.
• Ensure recognition of, and ability to deal with racial and gender stereotyping.
• Take responsibility for the management of learners behaviour
• Take an active part in the promotion and delivery of out of hours enrichment activities
Monitoring
• Monitor the work of the HLTA and other teaching assistants and SEN staff to include planning, management of learners, the keeping of records and take appropriate action if required.
• Monitor and record targeted learners progress and achievement
Communication and Information
• Maintain effective partnerships with parents/carers so as to promote learning and to provide information to parents about targets achievements and progress
• Contribute to the induction programme for new learners
• Take an active part in the school self evaluation and planning cycle
As a middle manager the postholder might be expected to take on other leadership duties not listed here but detailed in the teachers pay and conditions document
Selection Criteria
1. Qualifications and Experience
1.1 Qualified teacher status and evidence of a sound academic subject background and successful teaching
1.2 Experience of working with SEN learners in an inner city school or PRU
2. Knowledge
2.1 An up to date knowledge of the code of practice and the statutory processes in place for SEN learners.
2.3 A knowledge of what constitutes good teaching and an understanding of how to improve the quality of teaching and learning with a particular focus on SEN learners
2.4 A knowledge of how children think and learn and what young people with Social, Emotional and Behavioural difficulties experience
2.5 A knowledge of how ICT can both enhance and extend learning and improve the administration of SEN.
2.6 A detailed knowledge of the specific SEBD needs of pupils that attend a pupil referral unit or EBD provision and evidence of strategies that can be used to support them.
2.7 An up to date knowledge of Every Child Matters
3. Skills
3.1 The ability to work within a team towards common goals.
To set standards and model good practice
3.2 Management skills in respect of information and the use of performance data; finance and resources; and people management including delegation; and monitoring and evaluating performance
3.3 To command credibility and use expertise to influence others
3.3 The ability to communicate effectively with a range of potential audiences
3.4 Proven teaching skills and the ability to coach other teachers and share good practice
3.5 Proven consultation and negotiation skills
3.6 High level ICT skills both to support learning and administration
4. Personal Attributes
4.1 The ability to manage oneself, including time management, professional direction and an ability to work as part of a team under pressure
4.2 The ability to achieve challenging professional goals.
4.3 Evidence of a commitment to equality of opportunity and social inclusion
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