Special Educational Co-Ordinator; SENCo

An opportunity to lead inclusion at Hermitage

Inclusion is at the heart of Hermitage Primary School. We are seekingan exceptional, knowledgeable and compassionate SENCo to join our Senior Leadership Team and provide strategic leadership for SEND and inclusion across our school.

The successful candidate will play a significant role in the admission, inclusion and transition of pupils with SEND, including pupils within our Specialist Inclusion Base. Working closely with the Headteacher,Deputy Headteacher, staff, families and external professionals, the SENCo will champion high expectations, high-quality teaching and effective provision so that every child can participate, achieve and thrive.

• lead and co-ordinate the school’s provision for pupils with special educational needs and disabilities, in line with the SENDCode of Practice and the Special Educational Needs and Disability Regulations
  2014;
• provide strategic leadership, advice,support and professional development for colleagues, promoting inclusive, high-quality teaching and effective reasonable adjustments;
• oversee the identification, assessment, planning, delivery and review of SEND provision, including statutory documentation, applications, records and targeted interventions;
• monitor and evaluate the progress, attainment, participation and wider outcomes of pupils with SEND, using evidence to strengthen provision and practice;
• work in partnership with pupils, parent sand carers, governors, the Local Authority, health professionals and other agencies;
• support effective admissions and transitions for pupils with SEND, including those within the Specialist Inclusion Base;
• lead and supporta dedicated team of staffand contribute fullyto the work of the Senior Leadership Team;
• undertake the responsibilities of Designated Teacher for looked-after and previously looked-after children (LAC/PLAC), with appropriate training and support; and
• make safeguarding and the welfare of children a central consideration in leadership, decision-making and day-to-day practice.
• isa qualified teacherand an excellent practitioner and leader, with substantial knowledge and experience of SEND and inclusive education;
• has a strong understanding of the needs of autistic pupils and other pupils with additional needs,and can translate this into effective classroom practice and provision;
• has excellent organisational skills and a high level of accuracy when completing statutory documentation, applications and school records;
• can provide expert guidance,coaching and training to colleagues and promote consistently high expectations forpupils with SEND;
• can build productive relationships with families and work effectively with the Local Authority, health services and other professionals and settings;
• has strong knowledge of the National Curriculum, adaptive teaching and evidence-informed pedagogy;
• is ambitious for vulnerable pupils and committed to improving their achievement, participation, wellbeing and enrichment;
• has experience of tracking, monitoring and evaluating outcomes for pupils with SEND;
• communicates sensitively and effectively with pupils, parent sand carers, colleagues, governors and the wider school community; and
• is committed to ongoing professional development and reflective practice.

• isa qualified teacherand an excellent practitioner and leader, with substantial knowledge and experience of SEND and inclusive education;
• has a strong understanding of the needs of autistic pupils and other pupils with additional needs,and can translate this into effective classroom practice and provision;
• has excellent organisational skills and a high level of accuracy when completing statutory documentation, applications and school records;
• can provide expert guidance,coaching and training to colleagues and promote consistently high expectations forpupils with SEND;
• can build productive relationships with families and work effectively with the Local Authority, health services and other professionals and settings;
• has strong knowledge of the National Curriculum, adaptive teaching and evidence-informed pedagogy;
• is ambitious for vulnerable pupils and committed to improving their achievement, participation, wellbeing and enrichment;
• has experience of tracking, monitoring and evaluating outcomes for pupils with SEND;
• communicates sensitively and effectively with pupils, parent sand carers, colleagues, governors and the wider school community; and
• is committed to ongoing professional development and reflective practice.