Special Educational Co-Ordinator; SENCo

This part-time SENCo post sits on the Senior Leadership Team at Hermitage Primary School and leads SEND and inclusion across the whole school. The work centres on provision for pupils with SEND, including statutory documentation, coaching colleagues and partnership with families, the Local Authority and health services. Two days a week at 0.4 FTE, with days negotiable, the role includes admissions and transitions for the Specialist Inclusion Base and the Designated Teacher duty for looked-after children.

Candidates without an accepted SENCo qualification must complete the NPQ for SENCOs within the statutory timescale, and visa sponsorship is not available.

• Lead and co-ordinate SEND provision in line with the SEND Code of Practice and the 2014 Regulations
• Provide strategic leadership, advice, support and professional development for colleagues on inclusive teaching and reasonable adjustments
• Oversee identification, assessment, planning, delivery and review of SEND provision, including statutory documents, applications, records and targeted interventions
• Monitor and evaluate progress, attainment, participation and wider outcomes of pupils with SEND, using evidence to improve provision
• Work in partnership with pupils, parents and carers, governors, the Local Authority, health professionals and other agencies
• Support admissions and transitions for pupils with SEND, including those in the Specialist Inclusion Base
• Lead and support a dedicated team of staff and contribute fully to the Senior Leadership Team
• Act as Designated Teacher for looked-after and previously looked-after children, with appropriate training and support
• Make safeguarding and the welfare of children a central consideration in leadership, decisions and daily practice

• Qualified teacher
• Statutory SENCo qualification: accepted mandatory qualification, or NPQ for SENCOs completed within the statutory timescale

• Substantial knowledge and experience of SEND and inclusive education
• Experience of tracking, monitoring and evaluating outcomes for pupils with SEND

• Strong understanding of the needs of autistic pupils and other pupils with additional needs, translated into classroom practice
• Excellent organisational skills and high accuracy on statutory documents, applications and records
• Expert guidance, coaching and training for colleagues, with consistently high expectations for pupils with SEND
• Strong knowledge of the National Curriculum, adaptive teaching and evidence-informed pedagogy
• Sensitive and effective communication with pupils, parents, colleagues, governors and the wider school community

• Enhanced DBS check with Children's Barred List check
• Verification of identity and right to work in the UK
• Overseas checks where applicable, and any other checks required by KCSIE 2026
• Disclosure of relevant convictions and cautions, including spent ones unless protected under DBS filtering rules

• Ambition for vulnerable pupils and commitment to their achievement, participation, wellbeing and enrichment
• Productive relationships with families and effective work with the Local Authority, health services and other settings
• Commitment to ongoing professional development and reflective practice

• TLR 2 minimum allowance