Primary Teacher - Special Education Needs Coordinator

Job Description – Special Educational Needs Coordinator (SENCO) Post: Special Educational Needs Coordinator (SENCO) School: Moira Primary School Responsible to: Principal Responsible for: Coordination and oversight of Special Educational Needs (SEN) provision across the school Job Purpose To provide strategic leadership and effective coordination of SEN provision throughout the school, ensuring that pupils with additional learning needs are identified at an early stage, appropriately assessed and supported through high-quality, evidence-informed provision. The SENCO will work closely with the Principal, Senior Leadership Team, teachers, classroom assistants, parents/carers, Educational Psychology, EA services and other relevant professionals to ensure that pupils' needs are identified, appropriate support is implemented and progress is monitored and reviewed. The SENCO will contribute to the development of an inclusive school environment in which pupils with SEN are supported to access learning, participate fully in school life and make appropriate progress. Key Responsibilities 1. Strategic Leadership of SEN Lead and coordinate the school's provision for pupils with SEN. Support the Principal and Senior Leadership Team in developing and reviewing the school's SEN provision and procedures. Contribute to the development, implementation and review of the school's SEN policy and associated procedures. Ensure that SEN provision is appropriately planned, coordinated and monitored across the school. Advise the Principal and teaching staff regarding individual pupils and wider SEN provision. Identify emerging areas of need and make recommendations regarding appropriate provision, resources and staff deployment. Contribute to school improvement planning in relation to inclusion, SEN and pupil outcomes. 2. Identification and Assessment of Need Coordinate the identification of pupils who may have additional learning needs. Work with class teachers to gather and analyse relevant information regarding pupils' attainment, progress, barriers to learning and wider needs. Advise teachers on appropriate assessment approaches and the interpretation of assessment information. Coordinate the gathering of evidence to inform decisions regarding additional support and intervention. Maintain an overview of pupils requiring additional support and ensure that provision is responsive to their individual needs. Liaise with relevant external agencies where further assessment or specialist advice is required. 3. PLP’S and Provision Oversee the development, implementation and review PLPs. Look at use of Bromcom for PLPs. Support teachers in setting specific, achievable, measurable and appropriately challenging targets based on identified need. Ensure that PLP targets are reviewed regularly and that provision is adjusted in response to pupil progress. Monitor whether interventions and strategies are having the intended impact. Support teachers to distinguish between general classroom differentiation and provision requiring additional SEN support. Encourage a graduated and evidence-based approach to intervention and support. Maintain appropriate records of SEN provision and pupil progress. 4. Statutory Assessment and Statements Coordinate school involvement in requests for statutory assessment. Gather, collate and submit relevant educational evidence and professional reports within required timescales. Liaise with parents and relevant EA personnel throughout the statutory assessment process. Contribute to the implementation and review of Statements of SEN. Monitor the provision specified within Statements and raise concerns where allocated support is insufficient or cannot be implemented. Ensure that information relating to statutory assessment and provision is accurately recorded and communicated to relevant staff. 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. 1 0. 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. 1 1. 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 should clearly demonstrate this for both the essential and desirable criteria, where relevant. 2. You must demonstrate how you meet the criteria by the closing date for applications, unless the criteria state otherwise. 3. The stage in the process when the criteria will be measured is outlined in the table below. 4. Shortlisting will be carried out on the basis of the essential criteria set out in Section 1 below, using the information provided by you on your application form. 5. Please note that the Selection Panel reserves the right to shortlist only those applicants that it believes most strongly meet the criteria for the role. 6. In the event of an excessive number of applications, the Selection Panel also reserves the right to apply any desirable criteria as outlined in Section 3 at shortlisting, in which case these will be applied in the order listed. It is important therefore that you also clearly demonstrate on your application form how you meet any desirable criteria. SECTION 1 • ESSENTIAL CRITERIA The following are essential criteria which will initially be measured at the shortlisting stage and which may also be further explored during the interview/selection stage. You should therefore make it clear on your application form how, and to what extent you meet these criteria. Failure to do so may result in you not being shortlisted. Factor Essential Criteria Method of Assessment Qualifications/ Professional Membership Qualifications must be obtained at the closing date for completed applications: Hold a teaching qualification which meets the requirements for recognition to teach in grant-aided schools in Northern Ireland Shortlisting by Application Form Experience Minimum of 5 years’ demonstrable experience within the last 10 years of using a range of effective classroom strategies to provide graduated support and challenge children and young people of all abilities, including those with Special Educational Needs Demonstrable experience of working with a range of professionals to meet the needs of children and young people with Special Educational Needs Demonstrable experience of and/or continuing professional development in skills to meet the needs of children and young people with Special Educational Needs Demonstrable experience of using digital media/technology to enhance teaching and learning and to progress referrals for Statutory Assessment and RFIs Shortlisting by Application Form Other Be registered with the General Teaching Council for Northern Ireland (GTCNI) before taking up post Pre-employment Check SECTION 2 • ESSENTIAL CRITERIA The following are additional essential criteria which will be measured during the interview/selection stage. Factor Essential Criteria Method of Assessment Knowledge Knowledge of Northern Ireland Curriculum Knowledge and understanding of Safeguarding and Child Protection policy/practice Knowledge of the SEND Code of Practice and its implications Current working knowledge of a range of teaching strategies to effectively meet the learning needs of children and young people with Special Educational Needs Knowledge and understanding of current assessment methods used with children and young people who have Special Educational Needs to diagnose, plan for learning and measure progress Knowledge of approaches to promoting positive behaviour for learning eg. Restorative Practice Knowledge of Information Technology systems such as digital classroom tools/media, the use of tablets/mobile technologies, Bromcom and AnyComms Interview Skills / Abilities Effective teaching and classroom management skills to inspire and challenge pupils to raise achievement Proven ability to provide a supportive, inclusive learning environment Ability to use initiative, solve problems and be flexible Ability to seek and avail of opportunities to increase his/her own professional competence as a teacher Ability to work collaboratively to promote positive relationships with pupils, colleagues, parents and the wider community Ability to work as an effective member of a team, and to motivate self and others Interview Values Orientation / Identification with School Ethos Evidence of how your experience and approach to work reflect the School’s Values/ethos. You will find information about our Values/ethos on the school's website Interview SECTION 3 • DESIRABLE CRITERIA Some or all of the desirable criteria may be applied by the Selection Panel in order to determine a manageable pool of candidates. Desirable criteria will be applied in the order listed. You should make it clear on your application form how, and to what extent you meet the desirable criteria, as failure to do so may result in you not being shortlisted. Factor Desirable Criteria Method of Assessment Qualifications and Experience Minimum of 6 years’ demonstrable experience within the last 11 years of using a range of effective classroom approaches to provide support and challenge children and young people of all abilities, including those with Special Educational Needs Demonstrable experience of monitoring pupil progress, performance, target setting, intervention and the Annual Review process Demonstrable experience of the delivery of SENCO duties in a school environment Demonstrable experience of writing Individual Education Plans, Calm Plans, Risk Reduction Plans, Reintegration Plans, Action Plans and evaluations Shortlisting by Application Form DISCLOSURE OF CRIMINAL BACKGROUND The Safeguarding Vulnerable Groups (Northern Ireland) Order 2007 defines working directly with children or young people or in specified places as ‘regulated activity’. In the event that you are recommended for appointed to a post that involves ‘regulated activity’, the Education Authority will be required to undertake an Enhanced Disclosure of Criminal Background. Please note that you WILL be expected to meet the cost of an Enhanced Disclosure Certificate. Details of how to make payment will be sent to you at the pre-employment stage. Further information can be accessed at NI Direct or the Department of Justice. APPLICANT GUIDANCE NOTES To view the applicant guidance notes, please click here. To learn about the many great benefits of joining the Education Authority, click here The Education Authority is an Equal Opportunities Employer