Assistant SENCO - KS3

The David Nieper Academy is a newly formed Academy in Alfreton. A new school building opened in February 2017 therefore this is an immensely exciting time to be joining the academy and being a key component in the development of the new Academy.

Due to the rapid and continuing expansion of the academy we require additional capacity and support within the leadership of SEND support and provision. Working with the SENCO and alongside the current Assistant SENCO you will lead and manage the SEND provision for Key stage 3 including transition into Year 7. 

The Governing Body is seeking to appoint an Assistant SENCO to work alongside the pastoral teams to ensure effective ongoing support for individual pupils and their families. 

The successful candidate must be able to function well as part of a team, have excellent communication, interpersonal and IT skills a long with a ‘can-do’ attitude.  They will need to be highly organised and have the ability to work under pressure and to deadlines, showing initiative and acting proactively when required.

The Governing Body is committed to the safeguarding of children and young people so all staff appointments are subject to employment checks and a satisfactory enhanced DBS check. 

General role responsibilities – Assistant SENCO Key Stage 3

The primary role of the Assistant SENCO is support the day-to-day operational work of the SENCO.  This role will work in close collaboration with the Assistant SENCO Key Stage 4&5. This includes, but is not limited to, the following:   

 • To assist in the leadership of learning support staff 

• To act as Performance Manager for Teaching Assistants in conjunction with the Assistant SENCO KS4&5

• To assist the SENCO in leading the provision for special educational needs within school, liaising with the Headteacher as required  

• To manage appropriate SEND resources and to ensure that they are used efficiently, effectively and safely  

• To develop curriculum resources to ensure that pupils with SEND within the relevant keys stage have the necessary levels of support  

• To support the SENCO in managing the implementation of an inclusive curriculum  

• To support the SENCO in sustaining the effective teaching of pupils with SEND across the school leading to high quality outcomes   

• To teach groups, including within The Base provision, and or 121 as allocated by the SENCO and/or the Headteacher  

The main responsibilities of the post include, but are not limited to, the following:  

• In partnership with the Assistant SENCO Key Stage 4&5 to support the provision of SEND, including the allocation of support time, the writing of individual education plans and applying for statutory EHC plans and additional funding (GRIP, TAPS etc) as required  

• To liaise with relevant outside agencies to ensure that the SEND needs of individual pupils are met effectively  

• To actively ensure that all KS3 pupils are provided with appropriate testing, where required, to allow them to make progress and to allow the correct support to be put in place both in Key stage 3 and as they embark on GCSE courses

• To ensure that any required outcomes of any testing are completed and monitored for implementation and impact

• To ensure that accurate and detailed records are kept of meetings and discussions with parents and outside agencies

• To ensure that the SEN Register is kept accurate and up to date and that staff are kept informed of pupil special educational needs

• To ensure that individual education plans are used to set subject-specific targets and match work well to pupils’ needs

• To support the monitoring of the effectiveness of individual education plans and arrange and chair annual reviews

• To support the curriculum development work of the Learning Support Team, including the development and implementation of course outlines, syllabuses and schemes of work

• To support in the devising, implementation and updating of Learning Support Team policies which reflect the academy commitment to high achievement, and effective teaching and learning  

• To analyse and interpret relevant national, local and academy pupil data, plus research and inspection evidence, practices, expectations, targets and teaching methods relating to SEND

• To use data effectively to identify pupils who are seriously underachieving and where necessary create and implement effective plans of action to support those pupils

• To lead the production of a Learning Support Improvement Plan as part of the Academy Improvement Plan, to include staff development and training implications  

• To provide guidance to staff on the choice of appropriate teaching and learning methods to meet the needs of different pupils 

• To work with the Heads of Faculty on the implementation of the Academy objectives, helping to ensure effective development of pupils’ literacy, numeracy and information technology skills  

• To work with the SENCO and Assistant SENCO Key stage 4&5 to promote an inclusive curriculum 

• To lead and support meetings of SEN staff, communicate information to staff and co-ordinate resulting action 

• To monitor with the Assistant SENCO Key Stage 4&5 the day-to-day management of the Learning Support work areas, creating a safe, effective and stimulating environment for the teaching and learning of Learning Support

• To work with the SENCO to manage the budget and resources allocated to pupils with SEND  

• To support the SENCO in benchmarking identification and provision against local, regional and national data sets, as required 

• To deputise for the SENCO 

• To undertake other duties, as required by SLT as appropriate to the grade of the post 

In order to perform this role well, the Assistant SENCO Key Stage 3  is expected to: 

• maintain a thorough working knowledge of academy policies and procedures related to SEND, including the SEN Information Report, Child Protection, Safeguarding and Inclusion policies 

• regularly attend relevant training and development events 

• act in the best interest of all the pupils of the academy; and behave in a professional manner, including maintaining confidentiality as required 

Personal characteristics:

1. Outstanding practitioner

2. Hardworking

3. Enthusiastic

4. Resilient

5. Ability to inspire and lead others

6. A strong team player

7. Solution focused, looking for positive outcomes

8. Good sense of humour