SENCO Assistant _JD and PS_

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					                          STEYNING GRAMMAR SCHOOL

          Job Description for Assistant SENCO (KS3) – TLR 2A
Purpose of the job
To lead and manage KS3 SEN provision in promoting the learning of SEN students, including students in the SSC.
To promote and be accountable for high standards of achievement for KS3 students with SEN

The appointment is subject to the appropriate conditions of employment of teachers contained in the School
Teacher’s Pay and Conditions Document and other current employment and educational legislation.
Responsible to: Head of SEN
Responsible for: All staff working within KS3 SEN provision

Main duties
1) Leadership
    To support the head of SEN in:
         Leading the SEN department by providing a clear vision and communicating the vision to all members
            of the school community
         Securing the commitment of all members of the faculty to achieving the vision
         Promoting professional development throughout the faculty and take responsibility for personal
            professional development
         Leading school wide training on SEN issues
         Advising the Leadership Team on SEN issues
         Promoting the school focus on learning by ensuring that whole school strategies are implemented and
            monitored effectively
    To be a good role model for members of the faculty

2) Management
    To plan and implement strategies designed to improve teaching and learning in KS3
    To implement procedures to review the needs, progress and targets of students with SEN in KS3
    To ensure that statutory responsibilities to students with SEN are met
    To play a leading role in the appointment of staff to the faculty and induct new staff
    To ensure that the deployment of staff and day to day running of the faculty are effective on the Church St site
    To liaise with external agencies
    To use data in monitoring student learning and evaluating the performance of the faculty
    To assist in managing the faculty budget in order to ensure that spending promotes student learning
    To maintain, develop and deploy resources for SEN students within KS3
    To develop and maintain good professional relationships with colleagues at all times
    To delegate named tasks to staff within the faculty as required

3) Learning
    To identify and disseminate appropriate teaching and learning approaches for SEN students
    To devise and implement specialist support programmes for students on the SEN register, including those in
    the SSC
    To promote pedagogical dialogue within the faculty leading to shared planning
    To implement, promote and monitor behaviour management strategies within the faculty
    To promote good relationships with students and parents (incorporating strategies for gaining their views on

4) General
    To carry out any other reasonable task at the request of a member of the Leadership Team

                                                                                                     September 2011
                         STEYNING GRAMMAR SCHOOL

               Person Specification for Assistant SENCO (KS3)

      Professionalism – a core of strongly held and enacted values
      Respect for others – The underlying belief that individuals matter and deserve respect
      Challenge and support – A commitment to do everything possible for each student and enable all
      students to be successful
      Confidence – The belief in ones ability to be effective and take on challenges
      Self Learning – A commitment to developing understanding and learning new skills to become a
      better teacher
      Creating trust – Being consistent and fair. Keeping one’s word

      Thinking – the drive to ask ‘why?’ and see patterns
      Analytical thinking – The ability to think logically, break things down and recognise cause and effect
      Conceptual thinking – The ability to see patterns and links, even when there is a lot of detail

      Planning and setting expectations – targeting energy and effort where it will make the most
      difference to students
      Drive for improvement – relentless energy for setting and achieving challenges
      Information seeking – a drive to find out more and get the full story. Intellectual curiosity
      Initiative – the drive to act now to anticipate and pre-empt events

      Leading – directing, inspiring and motivating others
      Flexibility – The ability and willingness to adapt to the needs of a situation and change tactics
      Holding people accountable – The drive and ability to set clear expectations and parameters and to
      hold others accountable for performance
      Managing students – The drive and ability to provide a clear direction to students and to enthuse and
      motivate them
      Passion for learning – The drive and ability to support students in their learning and to help them
      become more confident, independent learners

      Relating to others – managing one’s interactions and relationships effectively
      Impact and influence – The ability and drive to produce positive outcomes by impressing and
      influencing others
      Empathy – The drive and ability to understand others and why they behave as they do
      Team working – The ability to work with others to achieve shared goals

      Qualified teacher status
      Specialist Dyslexia Teaching Qualification (essential)
      Capacity to be a good role model for all members of the school community
      Willingness to accept both support and challenge leading to improved practice
      Ability to teach good lessons

Characteristics for all posts will be prioritised from the list above.

                                                                                                    September 2011

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