5. Liaison with Parents/Carers

• Act as a key point of contact for parents/carers regarding SEN provision.
• Meet with parents/carers to discuss pupils' needs, progress, provision and next steps.
• Ensure that parents/carers are appropriately involved in the planning and review of support.
• Communicate sensitively and professionally where there are concerns regarding progress, attendance, behaviour, emotional wellbeing or access to learning.
• Work collaboratively with families to identify strategies that can support pupils both at home and in school.
• Respond appropriately to parental concerns regarding SEN provision and liaise with the Principal where issues require further consideration.

6. Liaison with External Agencies

• Develop and maintain effective working relationships with relevant professionals and services, including:
  • Education Authority SEN services
  • Educational Psychology
  • Behaviour Support / Local Impact Team
  • Speech and Language Therapy
  • Occupational Therapy and other health professionals
  • CAMHS and relevant child development services
  • EOTAS and other alternative educational providers
  • Social and family support services where appropriate
  • Other professionals involved in supporting individual pupils

The SENCO will coordinate the school's contribution to professional consultations, observations, assessments and reviews and ensure that relevant recommendations are communicated to staff and incorporated into provision where appropriate.

7. Leadership and Deployment of SEN Staff

• Coordinate the work of the school's SEN team.
• Support the effective deployment of Learning Support Teachers and other staff involved in SEN provision.
• Plan and coordinate targeted intervention groups and individual support.
• Consider pupil need, staffing capacity, timetabling and curriculum access when allocating SEN provision.
• Provide guidance and support to teachers and CA’s working with pupils with additional needs.
• Monitor the effectiveness of interventions and make recommendations regarding continuation, adaptation or withdrawal.
• Contribute to the induction and professional development of staff in relation to SEN.

8. Monitoring and Evaluation

• Monitor the quality and effectiveness of SEN provision across the school.
• Track pupil progress and evaluate the impact of interventions.
• Review patterns in attainment, progress and identified areas of need.
• Identify pupils who may require additional or different provision.
• Maintain appropriate SEN records and ensure that information is accurate and up to date.
• Contribute to reports and evaluations relating to SEN provision.
• Use assessment and monitoring information to inform future planning and resource allocation.

9. Curriculum Access and Inclusion

• Advise staff on strategies and reasonable adjustments to support pupils with SEN to access the curriculum.
• Promote inclusive teaching approaches and appropriate differentiation.
• Support staff in addressing barriers relating to literacy, numeracy, communication, attention, sensory processing, social/emotional needs and other areas affecting learning.
• Promote pupils' independence and participation rather than unnecessary dependence on adult support.
• Support transition between classes, key stages and educational settings.
• Contribute to planning for pupils whose needs significantly affect attendance, engagement or access to the mainstream curriculum.

10. Professional Development

• Keep up to date with current guidance, research and good practice relating to SEN and inclusion.
• Identify areas for professional development within the school.
• Provide advice, guidance and informal training to staff where appropriate.
• Share effective strategies and resources with colleagues.
• Attend relevant EA, professional and multi-agency meetings and training.

11. Direct Pupil Support

Where appropriate, the SENCO may:

• Undertake individual or small-group assessment.
• Provide targeted intervention.
• Observe pupils in classroom and other school contexts.
• Support pupils experiencing significant barriers to learning.
• Model strategies and approaches for teachers and classroom assistants.
• Contribute directly to planning and reviewing provision for pupils with complex or emerging needs.

Organisation and Administration

The SENCO will:

• Maintain accurate and confidential SEN records.
• Ensure that relevant documentation is completed and reviewed appropriately.
• Maintain an up-to-date overview of pupils receiving SEN support.
• Coordinate SEN meetings, reviews and consultations as required.
• Manage relevant correspondence and referrals.
• Ensure that important information is communicated appropriately to staff.
• Contribute to the organisation and management of SEN resources.
• Maintain confidentiality in accordance with school procedures and relevant legislation.

Professional Relationships

The SENCO will establish effective professional relationships;

Within school:

• Principal
• Senior Leadership Team
• Teachers
• Learning Support Teachers
• Classroom Assistants
• Administrative staff
• Other school staff

Outside school:

• Parents/carers
• Education Authority personnel
• Educational Psychologists
• Health and social care professionals
• Specialist teachers and therapists
• Other educational settings and professionals

Knowledge, Skills and Experience

The SENCO should demonstrate:

• A sound knowledge and understanding of SEN and inclusive practice.
• Experience of supporting pupils with a wide range of learning and additional needs.
• Knowledge of assessment, intervention and progress monitoring.
• Experience of developing and reviewing PLPs and other support plans.
• Understanding of the statutory assessment and Statementing process.
• Strong organisational and administrative skills.
• Ability to analyse assessment information and use it to inform provision.
• Excellent communication and interpersonal skills.
• Ability to work collaboratively with parents, staff and external professionals.
• Ability to manage sensitive and sometimes challenging conversations professionally.
• Strong problem-solving and decision-making skills.
• Ability to prioritise competing demands and manage a complex workload.
• Commitment to promoting inclusion, pupil independence and high expectations for pupils with SEN.
• Commitment to confidentiality and professional standards.

Key Areas of Accountability

The SENCO is accountable for ensuring that:

• Pupils with identified SEN have appropriate provision in place.
• SEN needs are identified and reviewed appropriately.
• PLPs are purposeful, individualised and regularly evaluated.
• Interventions are monitored for impact rather than simply continuing year after year.
• Relevant evidence is gathered to inform referrals and statutory assessment.
• Parents/carers are appropriately involved in the process.
• External professional advice is communicated and acted upon where appropriate.
• SEN staff are deployed effectively according to pupil need.
• SEN records are accurate, current and appropriately maintained.
• The Principal and SLT have a clear overview of SEN needs, provision, staffing and emerging pressures within the school.

PERSON SPECIFICATION

NOTES TO JOB APPLICANTS

1. You must clearly demonstrate on your application form under each question, how, and to what extent you meet the required criteria as failure to do so may result in you not being shortlisted. You