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					The Oxford Academy – Job Description

Special Educational Needs Co-ordinator (SENCO)

Accountable to Strategy Leader Inclusion

This section sets out the core requirements of the post.
This appointment is subject to the current conditions of employment for support staff contained in:
the Academy Pay and Conditions Policy;
other current legislation.
This job description may be amended at any time following discussion between the Principal and
the member of staff, and will be reviewed annually as part of the Performance Management
This job description includes references to and makes connections with:
Ofsted’s inspection handbook;
examples of priorities from the Academy Improvement Plan (AIP);
the Academy pay criteria;
the Academy Appraisal Policy;
 Appropriate national standards and criteria from National Award for SEN Coordination
Competencies and skills required of the post-holder are set out within each of the four Ofsted
inspection priority areas.

Values and behaviour
Leaders within the Academy make the education of their pupils their first concern and are
accountable for achieving the highest possible standards in work and conduct. They act with
honesty and integrity; keep their knowledge and skills up-to-date and are self-critical; forge
positive professional relationships; and work with parents in the best interests of their pupils.
Academy Improvement Plan Priorities

General description of the post
All Academy post-holders are expected to support the sponsors’ vision, Christian ethos and
values that are embedded in the day-to-day and long-term running of the Academy. Each post-
holder must share the commitment of the sponsors’ principles and values of honesty, respect,
hospitality, compassion, love, forgiveness, self-discipline, creativity and hope.
The holder of this post is expected to carry out the professional duties of a Leader as
described below, and play a major role under the overall direction of a Vice-Principal in:
               i. formulating the aims and objectives of the Academy;
              ii. establishing the policies through which they shall be achieved;
             iii. managing staff and resources to that end;
             iv. monitoring progress towards their achievement; and
              v. undertaking to the extent required by the Principal, any professional duties
                 delegated by the Principal.
The post-holder should be able to sustain the Professional Standards Leaders and criteria for
National Award for SEN Co-ordination which are described below.

Personal and professional conduct
The following statements define the behaviour and attitudes which set the required standard
for conduct throughout an individuals’ career.
All staff maintain high standards of ethics and behaviour, within and outside school, by:

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        treating pupils with dignity, building relationships rooted in mutual respect, and at all
         times observing proper boundaries;
        having regard for the need to safeguard pupils’ well-being, in accordance with statutory
        showing tolerance of and respect for the rights of others;
        not undermining fundamental British values, including:
                      democracy, the rule of law, individual liberty and mutual respect,
                      and tolerance of those with different faiths and beliefs;
        ensuring that personal beliefs are not expressed in ways which exploit pupils’
         vulnerability or might lead them to break the law.

Staff must have proper and professional regard for the ethos, policies and practices of the
school in which they work, and maintain high standards in their own attendance and

The post-holder is accountable to the Strategy Leader of Inclusion in all matters. In
collaboration with the Strategy Leader of Inclusion, to perform the day-to-day
development of the Additional Needs policy and provision in the Academy in order to
raise the achievement of children with additional needs. The SENCo takes day-to-day
responsibility for the operation of the policy and coordination of the provision made for
individual children with additional needs, working closely with staff, parents and carers,
and other agencies. The SENCo also provides related professional guidance to
colleagues with the aim of securing high quality teaching for children with additional
needs through overcoming barriers to learning and sustaining effective teaching
through the analysis and assessment of children’s needs, by monitoring the quality of
teaching and standards of students’ achievements, and by setting targets for

Duties and responsibilities:
Day-to-day direction and development of SEN provision that is provided through the Inclusion
team in the Academy
With the support of and under the direction of the Strategy Leader of Inclusion:
    contribute to a positive ethos in which all students have access to a broad,
     balanced and relevant curriculum, including the most able;
    support all staff in understanding the needs of students and ensure that objectives
     to develop additional needs and the importance of accelerating their progress to
     required levels ;
    regularly structure, implement and present results of Wave 3 intervention as a
     result of data analysis provided from the Strategy Leader of Inclusion.
    plan and teach 1:1 and/or small group intervention sessions;
    ensuring a consistent and continuous focus on SEND students’ achievement,
     identifying barriers to achievement, and subsequently using data and benchmarks
     to monitor progress in every child’s learning;

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    demonstrating and articulating high expectations and setting stretching targets for the
     whole Academy community for SEND students;
    monitoring, reviewing and evaluating learners’ SEND profiles and performance in the
     Academy and for analysing and reporting on SEND students’ progress and outcomes.
    collecting and interpreting specialist assessment data gathered on students and use it to
     inform practice, assessment and access, including the use of screening assessments
     (including CATs);
    supporting curriculum planning to ensure the most effective curriculum structure for
     different student cohorts including at the points of transition into and from the Academy.
    Assisting in ensuring that as a result of their learning experiences students:
                 exercise initiative in applying thinking skills critically and creatively to recognise
                  and approach complex problems, and make reasoned, ethical decisions;
                 understand and express ideas and information confidently and creatively in a
                  variety of modes of communication; and
                 work effectively and willingly in collaboration with others.
    Help monitor attendance and punctuality and student behaviour in relation to students with
    Assisting with ensuring that support structures are in place to oversee the personal, social,
     cultural and emotional welfare of SEND students.
    assist the Strategy Leader of Inclusion in the care of SEND students within the Academy,
     promoting self-discipline and positive behaviour in accordance with Academy policy.
    liaise with staff, parents, external agencies and other providers to co-ordinate their
     contribution, provide maximum support and ensure continuity of provision.

Teaching and learning - to:

      support the Strategy Leader of Inclusion, when required, to disseminate the most
       effective teaching approaches for students with additional needs
      assisting in the preparation of Individual Education Plans, educational provision and
       achievement of students receiving Wave 3 intervention and statemented children;
      collect and interpret specialist assessment data, which relates to Wave 3 intervention
       programmes, to inform practice;
      work with students, Strategy Leader of Inclusion, Subject Leaders and class teachers, to
       ensure realistic expectations of students; and
      monitor the use of SEN resources throughout teaching & learning in the academy.
      an advisory role in supporting other colleagues with appropriate Wave 1 and Wave 2

Leading and managing staff - to:

      achieve constructive working relationships and establish opportunities for the
       Intervention Managers and other teachers to review the needs, progress and targets of
       students with additional needs;
      provide regular information to the Strategy Leader of Inclusion on the evaluation of
       additional needs provision; and
      contribute to the professional development of staff through collaboration with Strategy
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       Leader of Inclusion.
      Within Special Educational Needs and Disabilities, the postholder will assist the Strategy
       Leader of Inclusion in advising the senior and other leaders on suitable provision for the
       students in students’ respective Houses, Curriculum or team.
      The post-holder will, in conjunction with the Strategy Leader of Inclusion, advise the
       Heads of Curriculum on suitable provision for the Statemented students in their area
       through a thorough understanding of the profiles of students.

Effective deployment of staff and resources - to:

      liaise with the Strategy Leader of Inclusion, and utilise allocated resources with
       maximum efficiency; and
      maintain and develop resources, whilst co-ordinating their deployment and monitoring
       their effectiveness in meeting the objectives of Academy and Inclusion/SEND policies.

General to:

      take on specific tasks related to the day to day administration and organisation of the
       Academy as requested by the Principal;
      take on any additional responsibilities which might from time to time be determined;
      create and maintain positive and supportive relationships with staff, parents, business,
       community and other partners including the Governing Board; and
      to engage with appropriate training opportunities to promote professional effectiveness in
       this role.

Collegiate Responsibility

In addition to the specific responsibilities of this post, every member of staff at the Academy
will commit to:

      providing a courteous and efficient service to students at all times;
      using their influence with other staff and students to promote high standards of
       behaviour and order within the Academy;
      working to maintain the Academy at the forefront of educational practice; and
      fostering and sustaining a culture of leadership and creativity within a Christian ethos in
       all aspects of the Academy’s operation.

Part 2: Performance Criteria
This section relates directly to the relevant Standards and Ofsted priorities and sets out the
criteria by which performance will be assessed through the performance management

1. Achievement, Attainment and Progress
    Professional Standards - knowledge, skills and competencies required:

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        Possesses the analytical, interpersonal and organisational skills necessary to work
         effectively with staff and leadership teams beyond their own Academy. (A3)
        Demonstrates an excellent ability to assess and evaluate. (E10)
        Demonstrates a commitment to raising standards for all in the pursuit of excellence. (L)
        Ensures creativity, innovation and the use of appropriate new technologies to achieve
         excellence. (L)
        Challenges underperformance and ensures effective corrective action and follow-up.
        ensures that the objectives of the SEN policy are reflected in the Academy
         development plan, that effective systems are in place to identify and meet needs and
         that they are co-ordinated, monitored, evaluated and reviewed (SEN)

2. Learning and Teaching
    Professional Standards - knowledge, skills and competencies required:
        Has teaching skills which lead to excellent results and outcomes. (E8)
        Acknowledges excellence and challenges poor performance across the Academy. (L)
        Ensures that learning is at the centre of strategic planning and resource management.
        Takes a strategic role in the development of new and emerging technologies to
         enhance and extend the learning experience of students. (L)
        Ensures a culture and ethos of challenge and support where all students can achieve
         success and become engaged in their own learning.

3. Leadership and Management
    Professional Standards - knowledge, skills and competencies required:
        ‘Standing up and being counted’ - honesty, personal integrity and ethical decision
         making; taking responsibility for their actions and consequences.
        Emotionally intelligent and resilient especially in the face of difficulty and challenges.
        Applies the leadership of processes of change to demonstrable improvement.
        Delegates management tasks and monitors their implementation.
        Consistent and equitable management of staff.
        Inspires, challenges, motivates and empowers others to carry the Academy and School
         vision forward.
        Works closely with leadership teams, taking a leading role in developing, implementing
         and evaluating policies and practice that contribute to Academy improvement. (E13)
        Takes a leadership role in developing workplace policies and practice and in promoting
         collective responsibility for their implementation. (E1)
        Possesses the analytical, interpersonal and organisational skills necessary to work
         effectively with staff and leadership teams beyond their own Academy. (A3)

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        Takes a strategic leadership role in developing workplace policies and practice and in
         promoting collective responsibility for their implementation in their own and other
         workplaces. (A1)
        Develops, empowers and sustains individuals and teams. (L)
        Prioritises, plans and organises themselves and others. (L)
        Makes professional, managerial and organisational decisions based on informed
         judgements. (L)
        Thinks creatively to anticipate and solve problems. (L)
        Has excellent active listening skills.
        Helps and supports staff to achieve constructive working relationships with pupils with

4. Behaviour and Well-being
    Professional Standards - knowledge, skills and competencies required:
         Has an extensive knowledge on matters concerning equality, inclusion and diversity in
          teaching. (E6)
         Has a critical understanding of the most effective teaching, learning and behaviour
          management strategies, including how to select and use approaches that personalise
          learning to provide opportunities for all learners to achieve their potential. (E3)
         Treats people fairly, equitably and with dignity and respect to create and maintain a
          positive Academy culture. (L)
         Builds a collaborative learning culture within the Academy and actively engages with
          other Academies to build effective learning communities. (L)
         Co-operates and works with relevant agencies to protect children. (L)
         Implements strategies which secure high standards of behaviour and attendance. (L)
         Has an extensive knowledge on matters concerning equality, inclusion and diversity in
          teaching. (E6)
         Works effectively with relevant agencies to protect children.
         Secures strategies which secure high standards of behaviour and attendance. (L)
         Recognises and deals with stereotyping in relation to disability or race; (SEN)

                                              DATE                                   DATE

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