Abraham Moss Community School

Job Description

SENCO
Job Description

SENCo 0.6 FTE; M3 - UPS

The post holder will report to the Head teacher and Head of the Primary Phase

The main contacts are: Head of Primary Phase, teaching staff, other support staff, pupils and parents.

All teachers are required to carry out the duties of a school-teacher as set out in the current School Teachers Pay and Conditions document.

Salary: UPS

Main Duties:

To lead, manage, develop and maintain high quality SEN provision which enables quality teaching, excellent learning outcomes and success for all pupils.

To model effective teaching, to coach and train colleagues and to teach across the school

To keep all aspects of paperwork including records and policies, up-to-date and actioned, as appropriate.

Strategic direction and development of SEN provision in the school
  1. Contribute to a positive ethos in which all pupils have access to a broad, balanced and relevant curriculum
  2. Support all staff in understanding the needs of SEN and more able pupils
  3. Devise and promote plans to ensure the needs of pupils with SEN are met and that these are reflected in the school development plan
  4. Monitor progress against targets for pupils with SEN, evaluate the effectiveness of teaching and learning by work analysis and use these to inform future improvements
  5. Analyse and interpret relevant school, local and national information relating to pupils with SEN and advise on the levels of resources required to maximise achievement
  6. Liaise with staff, parents/carers, external agencies and other school to co-ordinate their own contribution, provide maximum support and ensure continuity of educational provision for pupils with SEN
  7. Develop partnerships with parents/carers to ensure that their views are considered and acted on appropriately
  8. Ensure that pupils with SEN are enabled to share their views

Teaching and Learning

  1. Support the identification of, and disseminate the most effective teaching approaches for pupils with SEN
  2. Collect and interpret specialist assessment data on SEN to inform practice
  3. Work with pupils, class teacher and Senior Managers to ensure realistic and challenging expectations of pupils with SEN
  4. Monitor the use of resources, teaching activities and target setting and develop and maintain a recording system for the progress of pupils with SEN

Health and well-being

  1. Establish a purposeful and safe learning environment (indoors and outdoors) for children
  2. Manage children’s behaviour constructively by establishing and maintaining a clear and positive framework for discipline, in line with the school’s behaviour policy
  3. Use a range of behaviour management techniques and strategies adapting them as necessary to promote self-control and independence of all children
  4. Raise all concerns regarding the behaviour, progress or welfare/child protection of any child with the appropriately identified person
  5. To have a full understanding of school safeguarding policies and be fully committed to the safeguarding of all children

Team working and collaboration

  1. Liaise with staff, parents, external agencies and other schools to co-ordinate their contribution, provide maximum support and ensure continuity of provision within their class
  2. Participate in any relevant meetings/professional development opportunities at the school, which relate to the children, curriculum or organisation of the school including pastoral arrangements and assemblies
  3. Work as a team member and identify opportunities for working with colleagues and sharing the development of effective practice with them
  4. Ensure that colleagues working with you are appropriately involved in supporting learning and understand the roles they are expected to fulfil
  5. To maintain and extend links between home, school and the community
  6. To liaise effectively with colleagues to ensure the successful transition of pupils through the school.

Management

  1. Contribute to the professional development of other teachers and support staff including the induction and assessment of new teachers, teachers serving induction periods and where appropriate threshold assessments
  2. Take part as required in the review, development and management of the activities relating to the curriculum, organisation and pastoral functions of the school
  3. Be responsible for the leadership/development of agreed curriculum areas/whole school aspects
  4. Provide regular information to Primary Leadership Team (PLT) and governors on the effectiveness of SEN provision and outcomes

Professional development

  1. Regularly review the effectiveness of teaching and assessment procedures and its impact on children’s progress, attainment and well-being, refining approaches where necessary
  2. Be responsible for own continuous professional development and participate fully in training and development opportunities identified by the school or as developed as an outcome of appraisal/performance management.

March 2015