SENCO (Special Education Needs Co-ordinator)

Salary:  MPS/UPS + SENCO Allowance

Hours:  0.8 FTE

To coordinate high-quality SEND provision at the PRU, ensuring the needs of pupils with Education, Health and Care Plans (EHCPs) and those at SEN Support are effectively identified, assessed, and met. The SENCO will support staff in delivering inclusive practice and will liaise with external agencies and families to secure the best outcomes for pupils with additional needs.

Main Duties and Responsibilities

SEND Coordination

• Maintain and regularly review the SEND register.
• Lead the development, implementation, and review of Individual Support Plans and EHCP targets.
• Coordinate statutory assessments and annual reviews in line with LA timelines and legal requirements.
• Ensure compliance with the SEND Code of Practice (2015).
• Maintain and regularly review the SEND register.
• Lead the development, implementation, and review of Individual Support Plans and EHCP targets.
• Coordinate statutory assessments and annual reviews in line with LA timelines and legal requirements.
• Ensure compliance with the SEND Code of Practice (2015).

Pupil Support

• Support the identification of special educational needs through observation, assessment, and data analysis.
• Oversee and evaluate the impact of SEND interventions and provision.
• Work closely with pastoral, behaviour and safeguarding teams to ensure joined-up support –  including admissions, PDC and PEP meetings
• Ensure robust systems are in place for identifying and assessing SEND needs.
• Track and analyse data on progress, engagement, and wellbeing of pupils
• As and when appropriate liaise with external agencies (e.g., CAMHS, SALT, EP, Social Care) to coordinate holistic support.
• To work collaboratively with the Admissions, Attendance, Pastoral and Safeguarding team and attend meetings as and when required  (e.g. PDC , admissions, PEP).

To support the implementation of the Positive Behaviour Policy, ensuring guidance on dealing with behaviour incidents is in line with the Policy.

Staff Support and Development

• • Support teachers to differentiate the curriculum and implement inclusive classroom strategies.
  • Deliver or facilitate CPD for staff on SEND and SEMH-related topics.
  • Provide coaching and advice to staff working with pupils with complex needs.
  • Support in the evaluate the impact of SEND interventions and provision.
  • Work closely with pastoral, behaviour and safeguarding teams to ensure joined-up support.
  • Support the identification of special educational needs through observation, assessment, and data analysis

Partnership and Liaison

• • Build positive relationships with parents/carers and keep them informed of their child’s progress and provision.
  • Act as the key contact for external professionals (e.g. CAMHS, EPs, SALT, OT, Social Workers).
  • Represent the PRU at multi-agency meetings as needed.

Record Keeping and Data

• • Ensure all SEND documentation is up to date and securely stored.
  • Monitor and report on progress and outcomes for pupils with SEND.
    • QTS (Qualified Teacher Status  – National Award for SEN Coordination (or willingness to complete within 1 year)
    • Experience of supporting pupils with SEND, especially SEMH, autism, ADHD, and trauma-related needs  – Coordinating SEND provision or working closely with a SENCO GCSE in maths and English at Grade 5 or above
    • Good knowledge of the SEND Code of Practice – Understanding of strategies to support SEMH and neurodiverse pupils  – Familiarity with safeguarding and multi-agency working Proven experience in managing adult education programmes.
    • Ability to work independently and as part of a multidisciplinary team  – Strong communication and interpersonal skills – Able to plan, monitor, and evaluate interventions
    • Excellent knowledge of SEND Code of Practice and relevant legislation Resilient, calm, and compassionate under pressure  – High expectations and commitment to inclusion  – Reflective, solution-focused, and proactive
    • Excellent communication, organisational, and problem-solving skills.
    • Excellent IT skills
    • Excellent communication and listening skills
    • Knowledge of learning management systems (LMS) and educational technologies
    • Commitment to safeguardingContribute to whole-school data analysis, inspections, and quality assurance processes related to SEN

Essential:

• • • QTS (Qualified Teacher Status  – National Award for SEN Coordination (or willingness to complete within 1 year)
    • Experience of supporting pupils with SEND, especially SEMH, autism, ADHD, and trauma-related needs  – Coordinating SEND provision or working closely with a SENCO GCSE in maths and English at Grade 5 or above
    • Good knowledge of the SEND Code of Practice – Understanding of strategies to support SEMH and neurodiverse pupils  – Familiarity with safeguarding and multi-agency working Proven experience in managing adult education programmes.
    • Ability to work independently and as part of a multidisciplinary team  – Strong communication and interpersonal skills – Able to plan, monitor, and evaluate interventions
    • Excellent knowledge of SEND Code of Practice and relevant legislation Resilient, calm, and compassionate under pressure  – High expectations and commitment to inclusion  – Reflective, solution-focused, and proactive
    • Excellent communication, organisational, and problem-solving skills.
    • Excellent IT skills
    • Excellent communication and listening skills
    • Knowledge of learning management systems (LMS) and educational technologies
    • Commitment to safeguarding

Desirable:

• • • Postgraduate qualification in SEND or Inclusion.
    • Experience in a PRU, AP, or specialist setting  – Experience contributing to EHCP processes
    • Understanding of restorative practices and trauma-informed approaches
    • Experience supporting children with trauma, attachment, or neurodiverse profiles