SENDCo

Overview

We are looking for a SENDCo who:

Has been judged by others to have high quality teaching skills;
Has a passion for learning and teaching;
Has high expectations of themselves and the children; an excellent role model;
Is a great communicator with excellent organisational skills and interpersonal skills;
Is enthusiastic and able to support and develop other staff;
Is knowledgeable in SEND

As a member of our staff you can expect:

Keen and enthusiastic learners;
Professional development to suit your stage of development;
Strong leadership with expectations that are manageable and supportive;
A fantastic staff - supportive and friendly;
Delicious school lunch for £2 a day

Job description

The SENDCo role works across all phases from Nursery to KS2 and is supported by HLTAs. The role would suit an experienced teacher who is able to support staff with the provision for pupils with special needs and disabilities, so they can make good progress from their starting points.

This role is not class based, although the SENDCo will be expected to teach as well as lead intervention groups and individual support. There will be some whole-class teaching on the timetable.

The SENDCo qualification is a requirement, but the school will support a suitable candidate if they have yet to achieve it.

Job purpose

Assist in the strategic development of SEN policy and provision in the school.
Be responsible for day-to-day operation of SEN policy and coordination of provision to support pupils with additional needs.
Provide guidance, support and training to colleagues, working closely with staff, parents and other agencies.

Roles and responsibilities

General

Support SLT to ensure inclusive quality teaching and learning across the school;
work with the headteacher and governors to ensure the school meets its responsibilities under the Equality Act 2010 in terms of reasonable adjustments and access arrangements;
prepare and review information the governing board is required to publish;
contribute to the school improvement plan and whole-school policy and actively lead the Inclusion team;
identify training needs for staff and how to meet these needs;
lead effective INSET for staff;
Promote good behaviour across the school;
promote an ethos and culture that supports the school’s SEN policy and promotes good outcomes for pupils with SEN or a disability;
with support, lead appraisals for HLTAs and some Teaching Assistants.

Support for Pupils

Use the graduated approach of assess, plan, do, review, with data and advice from external agencies, to help Identify a pupil’s SEN;
coordinate provision that meets the pupil’s needs, and monitor its effectiveness;
secure and sign post relevant services for pupils;
ensure records are maintained and kept up to date including provision maps and pupil files;
gather evidence and apply for statutory assessment when required including EHCNA;
review the education, health and care plan with parents or carers and the pupil;
communicate regularly with parents or carers through meetings, letters, emails and phone calls;
ensure that if the pupil transfers to another school, all relevant information is conveyed to the receiving school 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;
work with the designated teacher for looked-after children, where a looked-after pupil has SEN or a disability.

Co-ordinating SEN 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 SEN 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 in the local offer;
work with early years providers, other schools, educational; psychologists, health and social care professionals, and other external agencies
be a key point of contact for external agencies, especially the local authority;
monitor and analyse assessment data for pupils with SEN or a disability;
identify, implement and lead intervention groups for pupils with SEN, and evaluate their effectiveness.

Strategic Overview

Have a strategic overview of provision for pupils with SEN or disability across the 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;
ensure the SEN policy is put into practice, and that the objectives of this policy are reflected in the school improvement plan;
encourage all members of staff to recognise and fulfill their statutory responsibilities to pupils with SEN;
maintain an up-to-date knowledge of national and local initiatives which may affect the school’s policy and practice;
evaluate whether funding is being used effectively, and propose changes to make use of funding more effective.

School Community

To support partnerships with parents and carers, governors, other schools and organisations;
to support the extended areas of the school community including after school clubs and curriculum enrichment opportunities
to prepare reports and where appropriate attend Governing Body Meetings as directed by the Headteacher;
to promote and/or support the wider activities of the school.

Expectations for all staff

Promote and follow the positive behaviour policy of the school
Celebrate success of pupils and staff at the school
Support the wider aspects of school life including events and special occasions
Be aware of the early signs of bullying and disruptive behaviour and intervening as necessary
Accompany classes on school trips where necessary
Attend staff training including training days as appropriate
Promote equality of opportunity
Follow safeguarding Guidelines and Child Protection policy / procedures
Keep their own performance under review, contributing to monitoring, evaluation and review and participate in appraisal
Contribute to producing / delivering priorities in the School Development Plan
Be committed to achieving the aims and values of the school
Work in partnership and professionally with all colleagues including the Governing Body
Respond promptly to concerns from parents, staff or students
Have regard for and act in accordance with all policies

Person specification

Qualifications and training

Essential:

Qualified teacher status
Evidence of professional development/qualifications relevant to this role
Desirable:
SENDCo qualification or willingness to undertake it

Experience

Essential:

Teaching within the primary phase, including evidence of strong teaching across more than one key stage
Supporting other staff such as coaching, mentor etc
Implementing teaching and learning strategies to improve quality and pupil attainment

Desirable:

Proven ability in leadership including school development and/or improvement

Skills and knowledge

Essential:

Expert knowledge of curriculum requirements
Expert knowledge of SEND requirements
Expertise working with pupils with SEND
Excellent classroom practice, constantly showing a positive and resilient approach to pupils and staff
Robust understanding of Safeguarding and Keeping Children Safe
Excellent communication and organisational skills

Personal qualities

Essential:

Ability to communicate a vision and inspire others
Ability to build effective working relationships with staff and other stakeholders
High expectations for all pupils and belief in bringing out the best in all
Commitment to upholding and promoting the ethos and values of the school
Commitment always to act with integrity, honesty, loyalty and fairness to safeguard the assets, financial integrity and reputation of the school
Ability to work under pressure and prioritise effectively
Commitment to maintaining confidentiality at all times
Commitment to equality

Salary & contract

MPS or UPS depending on experience plus TLR2A (£3,391)

Location

John Ball Primary School
Southvale Road
Blackheath
London
SE3 0TP

Supporting documents and application form

Deadline and how to apply

If this role has sparked your interest then please download a pack and come and visit us. You can book a tour and come and discuss the role further with one of our leaders by emailing Penny Ashcroft on hr@johnball.lewisham.sch.uk

To apply, please send completed Application Form, Safer Recruitment form and Equalities Monitoring form to hr@johnball.lewisham.sch.uk using the job title as reference for your application.

School Tour Dates: 24 March at 4pm, 31 March at 9.30am and 23 April at 9.30am

Closing Date: 25 April 2025 at 9.00am

Interview Date: w/c 6 May 2025

Start Date: 1 September 2025

Equal opportunities

John Ball Primary School is committed to safeguarding and promoting the welfare of children and expects all staff, volunteers and external agencies to share this commitment. We are an equal opportunities employer. The successful candidate will be subject to an Enhanced DBS check, internet profile check, medical clearance and satisfactory employment references.

John Ball Primary School is an equal opportunities employer. We welcome applications from all members of the community, regardless of gender, age, marital status, disability, ethnicity, religion, belief or sexual orientation. As we are working to become a racially just school we welcome applications from black and ethnic minority groups.