Sendco

The SENDCo will play a pivotal strategic and operational role in ensuring high-quality provision for students with special educational needs and disabilities across the school and, where appropriate, the wider trust. As a member of the extended Senior Leadership Team, the post holder will lead the development, implementation and evaluation of SEND policy and practice, ensuring statutory responsibilities are met and that all students with SEND are supported to achieve their full potential. Working collaboratively with senior leaders, teachers, support staff, parents/carers and external agencies, the SENDCo will oversee effective identification, assessment and provision for students with SEND. The role requires strong leadership, excellent communication skills and a commitment to inclusive practice, with a focus on removing barriers to learning, improving wellbeing, and securing strong educational outcomes for all SEND students. At Shelley College, you will be part of a friendly, ambitious and high-performing school community where staff are valued and encouraged to grow. This is a rewarding opportunity to inspire students, develop your practice and play a key role in their academic and personal success.,

• The post will require you to work in partnership with leaders and staff across the school &/or MAT to:
• Strategically develop, implement and evaluate the SEND policy and provision as part of the extended Senior Leadership Team
• Support all staff in identifying, assessing and planning to meet the needs of all students who are identified as SEND
• Develop and embed specialist provision for students with recognised special educational needs
• Liaise with parents/carers and a range of specialists and agencies to plan and evaluate provision, including preparing and reviewing formal documentation on behalf of students
• Effectively and efficiently deploy resources to meet the other accountabilities
Safeguarding Requirement: This post requires the post holder to work in settings with children and young adults. Any employment offer is therefore subject to the results of an Enhanced Disclosure from the Disclosure and Barring Service (DBS). People who may have contact with younger children (i.e. primary school age) are also required to complete a declaration about family or other members of their household. Applicants will be required to provide evidence of identity and qualifications and offers of employment will be subject to satisfactory references. For applicants who work or have recently worked in a school, one of the references must be from the Head. Key outputs: 1. Work with the Senior Leadership Team to lead on SEND practice across school 2. Support all staff in understanding the needs of students with SEND 3. Monitor the progress of SEND students against agreed objectives and targets, including the review of EHCPs. 4. Working with the Assistant Principal Curriculum, oversee an ambitious, but accessible curriculum for all SEND students 5. Working with leaders and teachers provide the support, coaching and training to deliver an exceptional Quality of Education for SEND students 6. Liaise with staff, parents, external agencies and other schools to provide maximum support and ensure continuity of provision for SEND students 7. Work with relevant staff to develop effective ways of removing barriers to learning for students with SEND through: 8. Early and effective assessment of needs 9. Monitoring of teaching, learning and student progress 10. Liaising closely with the pastoral and safeguarding teams 11. Target setting, including provision and revision of plans 12. Undertake the day-to-day co-ordination of SEND students' provisions through close liaison with staff, parents and external agencies 13. Advise on and contribute to the professional development of staff, including whole school CPD 14. Oversee the Quality Assurance of SEND provision across school, and use outcomes to drive continued improvement 15. Advise the Principal &/or line manager of priorities for expenditure and deployment of staff, and utilise resources with maximum efficiency 16. Co-ordinate all annual and interim reviews and attend / chair meetings when necessary 17. Provide leadership and management of whole school SEND provision, including training. 18. Make sure that consistent and meaningful information is used and monitored effectively to raise the well-being and outcomes for SEND student 19. Keep up to date with educational SEND publications and the Ofsted inspection framework 20. Help colleagues that you line manage to produce their own personal development plan. Review progress towards objectives consistently within the school's framework 21. Hold the staff that you manage accountable for performance against their objectives and wider professional performance 22. Attend such meetings as may be required with SLT, Principal or governor 23. To undertake any other duties associated with the role, as may be decided by the Principal 24. Expertise in role required, Shelley College, a Share Academy would like all candidates to answer specific questions for the personal statement section. For reference, here is a preview of the questions/headings: 1. Please refer to the role profile to detail how you meet the requirements of the role. 2. Have you ever had any of your own children taken into care, or have they been the subject of a child protection order or court order? 3. Have you ever had a registration cancelled in relation to childcare or children's homes and have you ever been disqualified from private fostering? 4. Please state social media handle (the name you use) for all accounts. Examples - Instagram, Facebook, TikTok etc


• Be a qualified teacher with strong knowledge and understanding of SEND legislation, guidance and best practice
• Demonstrate proven ability to lead and manage SEND provision effectively at a whole-school level
• Have experience (or the clear potential) to strategically evaluate, develop and improve SEND practice and outcomes
• Be skilled in analysing data to monitor progress, inform interventions and evaluate impact
• Possess excellent communication and interpersonal skills, enabling effective collaboration with staff, families and external agencies
• Be committed to high expectations, inclusion and safeguarding, placing students' wellbeing at the centre of decision-making
• Have the ability to coach, support and develop staff through CPD, training and line management
• Show resilience, organisation and the capacity to manage competing priorities effectively
• Demonstrate a commitment to ongoing professional development, including undertaking the National Award for SENCO if not already achieved
• Act as a positive role model, upholding the trust's values and professional standards at all time, Qualified Teacher Status
• Degree or equivalent
• Evidence of continuing professional development and a willingness to undertake further training, including National Award for SENCO if not already achieved
• Good working knowledge of the OFSTED framework and other measures for evaluating the performance of a school.
• Evidence of/potential to become an excellent classroom practitioner, capable of inspiring students and forming good relationships with colleagues
• Able to monitor and evaluate impact of interventions and strategies.
• Excellent communication skills.
• Excellent behaviour management skills.
• Commitment to the safeguarding of young people.
• Ability to coach and develop others
• Able to successfully lead others, identifying clear priorities, communicating effectively and supporting improvements.
Other (physical, mobility, local conditions)
• Is willing to work flexibly within scope of overall hours, e.g. evening meetings.
• Good role model in terms of promoting trust aims and values, together with professional standards for teachers and leaders.
• Willing to work at different trust schools sites for short or medium term placements.
Desirable
• Master's level National Award for Special Educational Needs Co-ordinator
• Successful leadership experience at a significant (e.g. whole-school) level
• Able to analyse data with a view to developing strategies to improve the provision and outcomes for SEND students