We are looking for an Energetic, Self-Motivated and Hardworking Individual to join our team for the following position in our school from August 2025
SPECIAL EDUCATIONAL NEEDS DISABILITY COORDINATOR (SENDCO)
Job Purpose
- The Senior School SENDCO, under the direction of the Director of Learning Support, will:
- Determine the strategic development of special educational needs (SEND) policy, English as Additional Language (EAL) policy and provision in the senior school
- Be responsible for day-to-day operation of the policies and co-ordination of specific provision to support individual pupils with additional learning needs
- Provide professional guidance to colleagues, working closely with staff, parents and other agencies
Key Responsibilities
1. Strategic development of SEND policy and provision
- Have a strategic overview of provision for pupils with SEN or a disability across the senior school, monitoring and reviewing the quality of provision
- Contribute to school self-evaluation, particularly with respect to provision for pupils with SEN or a disability
- Make sure the SEND policy is put into practice and its objectives are reflected in the school development plan
- Maintain up-to-date knowledge of British and international initiatives that may affect the school's policy and practice
2. Operation of the SEND policy and co-ordination of provision
- Maintain an accurate SEND register and provision map
- Provide guidance to colleagues on teaching pupils with SEN or a disability, and advise on the graduated approach to SEND support
- Advise on the use of the school's budget and other resources to meet pupils' needs effectively, including staff deployment
- Be aware of the provision which the school and wider community can offer
- Work with other schools, educational psychologists, health and social care professionals, and other external agencies
- Be a key point of contact for external agencies
- Analyse assessment data for pupils with SEN or a disability
- Implement and lead intervention groups for pupils with SEND, and evaluate their effectiveness
3. Support for pupils
- Identify SEND and EAL learning needs
- Co-ordinate provision that meets the pupil's needs, and monitor its effectiveness
- Ensure records are maintained and kept up to date
- Secure relevant services for the pupil
- Review the individual education plans with parents or carers and the pupil Communicate regularly with parents or carers
- Ensure if the pupil transfers to another school, all relevant information is conveyed to it, and support a smooth transition for the pupil
- Promote the pupil's inclusion in the school community and access to the curriculum, facilities and extra-curricular activities
- Provide both in class and out of class support to SEND learners
4. Leadership and management
- Work with the Head of Senior School, Principal and Board of Directors to ensure the school meets its responsibilities under the Equality Act 2010 in terms of reasonable adjustments and access arrangements
- Prepare and review information for school directors and inspection teams Contribute to the school development plan and whole-school policy
- Identify training needs for staff and how to meet these needs
- Lead INSET for staff
- Share procedural information, such as the school's SEND policy
- Promote an ethos and culture that supports the school's SEND policy and promotes good outcomes for pupils with SEN or a disability
- Work with the Director of learning Support to recruit LSTAs
- Lead and manage learning support teaching assistants (LSTAs) working with pupils with SEN or a disability
- Lead staff appraisals and produce appraisal reports
- Review staff performance on an ongoing basis
Qualities and Skills:
Experience:
- Inclusive teaching experience
- Experience of conducting training/leading INSET
Skills and knowledge:
- Proficient in spoken and written English language and confident to work within a fast-paced English medium environment
- Sound knowledge of the SEND Code of Practice Understanding of what makes 'qualfirst' teaching, and of effective intervention strategies
- Ability to plan and evaluate interventions
- Data analysis skills and the ability to use data to inform provision planning
- Effective communication and interpersonal skills
- Ability to build effective working relationships
- Ability to influence and negotiate
- Good record-keeping skills
Personal qualities:
- Commitment to getting the best outcomes for pupils and promoting the ethos and values of the school
- Commitment to equal opportunities and securing good outcomes for pupils with SEN or a disability
- Ability to work under pressure and prioritise effectively
- Commitment to maintaining confidentiality at all times
- Commitment to safeguarding and equality
Professional Development:
- Keep their own knowledge and understanding relevant and up-to-date by reflecting on their own practice, liaising with school leaders, and identifying relevant professional development to improve personal effectiveness
- Take opportunities to build the appropriate skills, qualifications, and/or experience needed for the role, with support from the school
- Take part in the school's appraisal procedures
Safeguarding Statement :
- Work in line with safeguarding guidance (e.g. Keeping Children Safe in Education, Prevent) and our safeguarding and child protection policies
- Work with the designated safeguarding lead (DSL) to promote the best interests of pupils, including sharing concerns where necessary Promote the safeguarding of all pupils in the school
Email in your CV to
[email protected] ASAP and you will then receive the BSC application form which needs to be completed and re-send to HR for screening.
Applications must reach us on or before, 29 July 2025.
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