JOB PROFILE For a Special Education Needs Coordinator (SENCO)

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1 SAINT CECILIA S, WANDSWORTH JOB PROFILE For a Special Education Needs Coordinator (SENCO) DATE September 2013 JOB CONTEXT Saint Cecilia's, Wandsworth is a co-educational voluntary aided Church of England comprehensive school for pupils aged years in the Diocese of Southwark and the London Borough of Wandsworth, specialising in the teaching of music and mathematics. The school opened in September 2003 with 150 pupils in Year 7, and grew year on year until reaching full capacity in There are now 900 pupils on roll, including approximately 200 in the Sixth Form. This job profile reflects the vision, aims and policies established by the School s Governing Body. This job profile recognises the requirements of the current Teachers' Pay and Conditions Regulations and reflects the vision, aims and policies established by the Governing Body. TITLE JOB PURPOSE Special Educational Needs Coordinator (SENCO) To lead on the strategic and operational whole school development of SEN provision To lead and manage staff supporting SEN provision To efficiently, appropriately and effectively deploy staff and resources within the SEN provision To ensure all pupils with SEN are supported appropriately and achieve their academic potential To ensure teaching staff are adequately and appropriately equipped to support children with SEN in their lessons To ensure that the aims of the school are put into practice and that high standards of work and behaviour are maintained To contribute to the spiritual, moral, social and cultural development of all pupils in the school To undertake any additional duties or responsibilities as reasonably determined by the Headteacher. ACCOUNTABLE TO: For line management and Appraisal ACCOUNTABLE FOR: For line management and Appraisal Deputy Headteacher (Support and Intervention) Teacher of Special Educational Needs (Literacy, dyslexia and EAL) Learning Support Assistants

2 Key Accountabilities Policy and Leadership a) To contribute to the development of all aspects of the school as a member of the Middle Leadership Team. b) To develop policies relating to pupils with Special Educational needs and contribute to the development of other whole school policies as necessary c) To keep up to date with educational developments in SEN and advise the Headteacher and Leadership Team of changes in legislation Management of Teaching and Learning a) To provide for the learning experiences of pupils in and beyond the classroom, and to lead a team of colleagues in developing the highest quality teaching and learning strategies. b) To ensure that all statutory requirements are met in relation to teaching and assessment. c) To undertake professional development activities as appropriate to ensure familiarity with recent research relevant to teaching and learning. Management of People a) To lead and manage a team of colleagues in developing strategies to put agreed policy into practice. b) To line manage key personnel, as directed by the Headteacher, in order to support and lead the teaching and learning programme. Management of Financial and Physical Resources a) To develop, maintain and control financial and physical resources in the subject area(s) and any other area as directed by the Headteacher. Evaluation and Quality a) To devise and implement appropriate and effective systems to monitor and evaluate the quality of pupils' learning. b) To support and participate in the staff Appraisal process. Administration a) To contribute to the efficiency of the school through effective administration and communication at all levels. b) To co-ordinate the administration of all matters relating to the subject(s), such as the preparation of Pupil Progress Reports and so on. c) To direct the work of the Curriculum Support Assistant for allocated hours as appropriate.

3 Key Tasks Policy and Leadership a) To develop the school s SEN provision and to work with colleagues on regularly reviewing appropriate policies, strategic plans, action plans, programmes of study and handbooks to provide effective leadership in this area. b) To ensure that SEN pupils in Key Stage 3 make good progress during the Key Stage, in all subjects, including the core subjects of English, mathematics and science. c) To ensure that SEN pupils in Key Stage 4 make good progress and achieve their potential in all subjects, including the core subjects of English, mathematics and science, at GCSE, or BTEC science where relevant, so that all doorways remain open for them in Post 16 education. d) To work with the Curriculum Team Leader for Alternative Provision to develop, implement and evaluate a policy that ensures all SEN pupils accessing alternative provision at Key Stage 4 make better progress (VA), when considering their top 8 qualifications (VA Capped), than they would if they were to follow the school s traditional curriculum offer. e) To be the lead professional for SEN in the school, representing the needs and aspirations of those pupils and students who find it difficult to access learning and those at risk of disengagement from school, and the views of colleagues in both school and local interest and multi-agency groups as appropriate. f) To have regard to all school and departmental policies to ensure the health and safety of pupils, students and staff. g) To work collaboratively with key personnel, such as the Curriculum Team Leader for Alternative Provision, the Intervention Manager, Assistant Headteacher (Intervention and Support) and Deputy Headteacher (Intervention and Support) to ensure all pupils and students have access to a personalised curriculum and make good progress, indicated by a positive value added (VA) figure at the end of Key Stage 4. h) To make an active contribution to the school s Multi Agency intervention work. i) To provide regular information to the Headteacher, Governing Body on the evaluation of the effectiveness of provision for pupils with SEN, to inform decision making and policy review. Management of Teaching and Learning a) To influence the whole school Teaching and Learning policy to promote aspects of inclusive teaching. b) Lead appropriate training for staff. c) Lead working parties. d) Lead strategy meetings and training for teaching and classroom based support staff to improve outcomes for all pupils with SEN. e) Provide opportunities for observation of colleagues/visits to other schools in order to share best practice. f) Collect and interpret specialist assessment data gathered on pupils and use to inform practice. g) Work with pupils and students, curriculum team leaders, class teachers with mentoring responsibilities to ensure realistic expectations of behaviour and achievement are set for pupils with SEN. h) Support developments and initiatives to improve standards in literacy and numeracy as well as access to the wider curriculum. i) Overseeing and monitoring the quality of IEP s and other support plans such as pastoral support plans, pastoral educational plans and maintaining detailed information for subsequent meetings with parents. j) Develop systems for colleagues to monitor and record progress made by pupils with SEN towards the achievement of targets set in IEP s and support plans. k) Review IEP s and support plans monthly with parents, students, teachers and agree and communicate new targets. l) Supporting the Headteacher in meeting the statutory responsibilities for SEN statements and their Annual Review. m) Lead the annual review meeting for statemented students. n) Liaise with the Examinations Officer to ensure exam arrangements for pupils with SEN are in place.

4 Management of People a) Organise and coordinate the work of colleagues to ensure appropriate deployment of staff and timetabling in relation to the support of SEN. b) Organise and coordinate the work of colleagues to ensure appropriate deployment of learning resources including ICT. c) Organise and maintain a rota of staff to cover the after-school SEN provision so that it is available every school day from 2.30pm to 3.00pm for all pupils requiring additional support. d) Organise and maintain a staff rota for the learning Support Room. e) Identify training needs of staff, specific to SEN. f) To construct and manage timetables for the SEN team. g) To manage pupil behaviour through careful planning and the use of relevant school policies, taking into account pupils personal, social and emotional needs. h) To build and establish good relationships with parents and external agencies through clear, unambiguous communication, in order to promote pupils learning and development. Management of Financial and Physical Resources a) To manage the SEN budget. b) To take responsibility for the Departmental Development Plan. c) To provide advice to the Headteacher/ Deputy Headteacher relating to resource requirements, the deployment of staff and timetabling in relation to the effective and efficient support of SEN. d) To maintain existing resources and explore opportunities to develop or incorporate new resources from the wide range available within and externally to the school. e) To contribute to the implementation of the safety regulations in accordance with the Health and Safety at Work act 1974 and other DFE guidelines. Evaluation and Quality a) To participate in the Appraisal of staff as directed by the Headteacher. b) To assist in the evaluation of the quality of teaching and learning by regularly observing lessons taught by colleagues and providing appropriate feedback. c) To provide opportunities for staff to share good SEN practice and support each other. d) To monitor, assess and review pupils' work to inform future planning. e) To develop and oversee departmental systems to ensure that pupil achievements are monitored and recorded. Administration a) To respond to statement consultations. b) To keep up to date with educational developments in SEN. c) To hold regular meetings with departmental colleagues and other personnel to ensure that information circulates and administrative procedures are supported. d) To ensure that procedures are in place to deliver administrative efficiency within the SEN department. e) To co-ordinate arrangements for the effective use of books, stationery and equipment within the SEN Department. f) To ensure that regular assessment of the progress of pupils with SEN is undertaken.

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