JOB DESCRIPTION. Reporting to. Line Manages

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1 JOB DESCRIPTION Job Title Job Band Special Educational Needs and Disabilities Co- Ordinator (SENDCO) Subject to job evaluation. Competitive salary benefits include TPS Team Reporting to TreeHouse School Head of Learning Support Hours Hours: Flexibility is required in order to meet the varying needs of different services Line Manages This role does not currently include direct line management to enable the post holder to effectively manage relationships with 22 placing Local Authorities Will provide advice and guidance on outstanding SEND practice throughout the school Full time administrative support provided by business support team Approved By (ELT MEMBER): Becky Jones Date: November 2015 Role Purpose To lead the strategic operation and development of high quality SEND policy and practice across the whole school and ensure effective stakeholder management with SEND teams in all Local Authorities (currently 22) placing pupils at TreeHouse School. Work as a collaborative member of TreeHouse School SLT to develop the overall aims and objectives of the school, plans and policies for their implementation within the vision, mission and strategic direction set by the Trustee Board and/or the responsibilities delegated to the Board of Governors. Key Accountabilities & Dimensions Leadership (TreeHouse School) Working closely with the Head of Learning Support (Behaviour Analyst team leader) and the Manager of Allied Health Professionals (Speech and Language and Occupational Therapist team leader), ensure accurate assessment of each pupil s learning profile (and potential barriers to learning) and support needs using a range of appropriate tools and measures prior to admission to determine level of support

2 (price band); and to contribute the review of these at least annually in accordance with agreed assessment cycles. Provide strategic leadership and management of person-centred Annual Reviews and Transfer Reviews Be the designated teacher for Looked After Children (LAC),developing and maintaining systems for monitoring Hold overall responsibility for Pupil Premium expenditure and impact reporting Co-ordinate access arrangements for exams or accreditation for pupils who are entitled to extra-time, reading assistance and scribing and complete English and Mathematics exemptions as relevant for pupils aged years Be responsible for the leadership and management of the school s Equalities action plan. Ensure that all colleagues are aware of the stretching and challenging personalised outcomes described in each child s Education Health and Care Plan (or their Statement objectives) and the short term targets set for the year and that the teaching and learning support team around each pupil has effectively planned support and interventions to ensure each pupil achieve their annual and termly short term targets. Through rigorous provision mapping, monitoring, evaluation and effective leadership and management, ensure each pupil s personalised learning and behaviour support interventions are mapped onto timetables to support their access and progress through an exciting and challenging curriculum that inspires them to develop the key skills required to be an effective learner and achiever. Maintain an accurate record of planning for pupils transition from school and to monitor that all necessary steps are taken to ensure seamless transition into further education, employment or training. Be proactive through monitoring and evaluation systems in identifying cases that present a cause for concern; where there is a cause for concern about a pupil s progress or barriers to learning, be responsible for addressing this with staff in a timely fashion, working closely with the Head of Learning Support to trouble shoot in crises situations and to build the capacity of staff to deal with complex or challenging behaviour and learning. This will also include supporting staff in parents/la meetings when required. As a member of TreeHouse School Senior Leadership Team, ensure staff are effectively led and performance managed. Contribute to the Continuing Professional Development programme for school staff, including the Tutor Training Programme. Ensure that appropriate means of assessing learners autonomy, voice, choices are used and that the requirements of the Mental Capacity Act are observed. With the Leadership Team, ensure that all pupils are supported to access the broad range of learning activities available to support diversity, inclusion and to challenge their learning and development. Ensure that policies and procedures are followed to identify areas of outstanding practice and to fairly and robustly challenge under-performance at all levels including learners and staff, and together with the Headteacher, put in place effective intervention programmes. Responsible for ensuring that all staff are aware of and compliant with TreeHouse School policies and guidance around best practice in relation to SEND. Maintain a strategic overview of our practice in relation to family support and advice and ensure that effective monitoring and evaluation of family support is in place. Ensure that interventions have social validity and are effective in supporting families to stay together. Be an active member of TreeHouse School s Admissions Panel. Report to Trustees and TreeHouse School Governing Body as required. Represent TreeHouse School in educational tribunals where appropriate.

3 Safeguarding and Safety Ensure safe working practices are in place in line with needs of school and with agreed policies and procedures. Leadership and management (Teaching, Learning and Assessment) To support teachers and other members of the trans-disciplinary team to support children in regard to learning difficulties as they apply to literacy and numeracy, written expressive language, comprehension, study skills, personal organisation using evidence-based strategies and a behavioural approach. To liaise with external agencies in regard to particular pupils to ensure that the school is providing appropriate support for the child. To interpret the recommendations of Educational Psychologists and other reports from external agencies and to disseminate them so that they are effectively implemented by all members of the child s transdisciplinary team. Using TreeHouse School Group Skills Framework and associated assessment data work collaboratively with the Deputy Heads and Head of Learning Support to identify individual pupil group skills levels and oversee the progression of pupils from learning in intensive 1:1 teaching to small group teaching contexts. Leadership and Management (Social, Moral, Spiritual and Cultural Development) Through robust provision mapping, provide evidence that all learning support interventions support pupils to access the school curriculum, including events, educational visits and school visitors designed to promote their spiritual, moral, social and cultural development and their impact is evaluated. To make an active contribution to whole school events. Leadership and Management (Meeting diverse learning needs) To have high expectations of all pupils. Know which pupils are eligible for pupil premium and ensure that targeted additional resources underpin their achievement since joining the school and the impact of these is tracked. Analyse pupil progress data to identify any trends or patterns between different groups and ensure that effective interventions are put in place to narrow the gaps between performance of different groups of pupils, both in school and in comparison with those nationally. Leadership and Management (Achievement TreeHouse School) Demonstrate the school s effectiveness in preparing pupils for the next stage of their education, training or employment by maintain contact with pupils (and/or their families) post-treehouse School to record leaver destinations immediately after they leave and track subsequent destinations and outcomes for up to five years. To maintain high quality displays of pupils work and achievements, and of clear, upto-date information about SEND in the Family Room (used for Transfer Reviews and parent meetings). To attend Parents Open Evenings, termly meetings or home visits as appropriate to discuss their child s progress. External Affairs (Ambitious about Autism) Work collaboratively with the Head of Training and Development to contribute to the design, writing and delivery of external training courses as required.

4 Personal and Professional Development To maintain a thorough and up to date knowledge and understanding of the current SEND Code of Practice and the school s curriculum and policies. To keep up to date with developments in the use of comparative data. To actively monitor and respond to inclusion initiatives at national, regional and local levels. To participate in INSET provided for the school and where appropriate, lead INSET on SEND issues. To look for external training opportunities that further professional development and fulfil the training targets agreed during appraisal. To keep abreast of research findings in relation to autism and education and ensure that research is integrated into practice across the school. To undertake any other appropriate responsibilities and duties that may arise.

5 PERSON SPECIFICATION Role and Band Competencies Education Levels & Qualifications 1. Educated to degree level or equivalent 2. Qualified Teacher Status 3. National Award for SENCO Essential Desirable 4. School leadership qualification e.g. NPQSL Specific Knowledge, Experience & Technical Skills 5. School leadership experience, including leading and managing a trans-disciplinary team 6. Extensive experience of being a SENCO 7. Extensive knowledge and understanding of the SEND Code of Practice, Care Act, and Equalities Act and how they apply to our school and pupils 8. Trained and experienced in person-centred thinking tools and facilitation of person-centred reviews e.g. Helen Sanderson Associates 9. Experience of effectively developing and managing budgets 10. Extensive experience working with children with SEN and/or autism across the age range of 3 25 years and across different contexts 11. Able to demonstrate excellent collaborative teaching methods in the preparation, assessment and monitoring of learning, and able to translate this into effective provision mapping 12. Able to use IT to raise achievement and as a management tool 13. Theoretical or practical experience of ABA and Positive Behaviour Support 14. Willingness to work in a school that is committed to applying a behavioural approach (ABA / Positive Behaviour Support) to underpin learning and behaviour support interventions 15. Demonstrable experience of improving pupil outcomes 16. Experience of leading and managing relationships with local authorities and other external stakeholders e.g. CAMHS, Social Services 17. Awareness of legislation and policies affecting Looked After Children and proven experience of effectively contributing to their provision 18. Proven knowledge and experience of effective management of Pupil Premium interventions and impact reporting 19. Understanding of the National Curriculum framework, relevant education frameworks and external accreditation and qualification and how this translates into teaching and learning for children and young people in our school

6 20. Able to demonstrate an understanding and personal commitment to safeguarding and promoting the welfare of children and young people 21. Experience of strategic planning and project management 22. Extensive knowledge of effective identification of outcomes (EHCP) and short term target setting strategies 23. Experience of representing their organisation with a range of stakeholders Personal Attributes 24. Ambitious about Autism is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. 25. Good appreciation of health and safety in the workplace, data protection principles and equal opportunities. 26. Evidence of excellent interpersonal and communication skills (both written and verbal) 27. Excellent analysis skills 28. Ability to work under pressure. Evidence of ability to plan and prioritise own workload and that of others 29. Evidence of ability to gain and maintain the confidence and respect of colleagues, pupils, parents and governors 30. Experience, ability and enthusiasm for collaborative working between multiple professionals within applied education settings