SEND Lead Practitioner; –Skills Programme

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Job Reference LUM
283/2656

Number of Positions Requested: 1

Contract Type: LEG - Permanent - Full Time

52 weeks

Starting salary: Commencing at £32,870 with progression to £35,912 per annum

Working Hours: 37 hours

City/Town: Leeds

Closing Date: 21/06/2026

Job Category: Special Educational Needs and Disabilities (SEND)

Group Member: Leeds City College

Campus:

Benefits:

• Annual leave: Curriculum and Management: 44 days plus bank holidays;
  Curriculum support and business support: 39 days plus bank holidays
• Pension schemes with generous employer contributions: Teachers’ Pension Scheme;
  Local Government Pension Scheme;
  People’s Pension Scheme
• CPD opportunities: Annual staff conference plus 2 additional staff development days. Qualifications including PGCE, Apprenticeships, Leadership and Management courses.
• Employee wellbeing initiatives: Family Friendly Policies, discounted onsite spa (Printworks) and gym (Park Lane).
• Travel and commuting: Discounted travel available through Metro card, Northern Rail, First Bus, Arriva Bus and Cycle to work schemes.
• Flexible and hybrid working opportunities: Please speak to the recruiting manager regarding flexible opportunities as these differ between roles.

Leeds City College are seeking an experienced SEND professional to lead on the placement and support of students with Educational Health Care Plans, SEND and needs primarily in the 14-16 Skills Programme, and if required, the 14+ Academies. You will be an operational main point of contact with parents and curriculum staff and contribute towards positive outcomes for disadvantaged and vulnerable students.

In the future, there may be scope to manage a team of other professionals.

The 14–16 Skills Programme is a safe and inclusive environment that is accepting of everyone. The design and ethos of the provision allow young people to flourish with smaller class sizes, a reduced curriculum, and focus on vocational based learning. The 14–16 Skills Programme provides opportunities to young people to maximise their potential, raise aspirations, and embrace their individuality. Relationship building is at the heart of its ethos, and a high staff to student ratio allows learners to thrive and develop holistically.

Please note that although the closing date for the vacancy is specified in the advert, should a suitable candidate for the role be found before this date, the advert may be closed. We therefore advise that if you are interested in applying for the role, to submit an application as soon as possible.

• Develop knowledge and understanding of SEND legislation and how this impacts on the local offer, school/SILC/College, and employer contexts.
• Support with the annual review process of EHCPs by chairing meetings and completing paperwork that meets the Local Authority standards and within statutory timelines.
• Complete the college’s quality assurance training programme for conducting annual reviews of EHCPs - ‘The Licence To Review’.
• Ensure delivery of support in line with assessed needs and funding for all High Needs Learners.
• Support with evidence for funding claims for 14–16 provision.

We are seeking an experienced, compassionate, and highly organised SEND professional who is passionate about improving outcomes for vulnerable and disadvantaged young people.

The successful individual will:

• Hold a Level 5 teaching qualification or relevant SEND / Learning Support related qualification or willingness to work towards.
• English and Mathematics at Level 2 or above and a willingness to improve in one or both disciplines to level 3 or above.
• Have strong knowledge of SEND legislation, EHCP processes, and inclusive practice, alongside the ability to build positive, trusting relationships with learners, families, curriculum staff and external agencies.
• Be confident chairing annual reviews, managing statutory processes and ensuring support is delivered in line with assessed needs and funding requirements.
• Share the values and ethos of the 14–16 Skills Programme: placing relationships at the centre of practice, championing individuality, and creating a safe,…