Primary SENCO
St Mary's and St John's CE School
Barnet
- £53,731 - £58,893 per year
- Expired
- Job type:
- Full Time, Permanent
- Start date:
- TBC
- Apply by:
- 28 April 2025
Job overview
Responsibilities
Overall Responsibilities
- To support with behaviour management concerns across the school
- To professionally lead and manage SEND in accordance with the SEND Code of Practice
- To lead safeguarding across the school making it a high priority for all, with a focus on vulnerable groups
- To lead, develop and maintain high quality SEN provision which enables quality teaching, excellent learning outcomes and success for all pupils
- To model effective teaching, to coach and train colleagues and to teach across the school
- To keep all aspects of paperwork including records and policies, up-to-date and actioned, as appropriate for SEND and Safeguarding
- To contribute to the development of whole academy policy wherever appropriate
- To ensure we have a wide range of support for children with SEMH
- To ensure all children, particularly those with SEND or SEMH needs have the opportunity to have successful and positive playtimes with a range of equipment available to them
- Lead on performance management for a range of teaching assistants across the school
- Play a crucial role in supporting students with medical needs, including coordinating individual Healthcare Plans (IHPs), ensuring inclusion, and liaising with parents and staff
Key Responsibilities
- Overseeing the day-to-day operation of the primary phases’ SEN policy
- Coordinating provision for children with SEN
- Being the Designated Teacher for Looked After Pupils
- Leading training for adaptive teaching across the school
- Deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively
- Liaising with parents of pupils with SEN
- Organising and leading PLP meetings with teachers and parents to ensure communication is effective
- Liaising with early years providers, other schools, educational psychologists, BICS, Autism Advisory Team, Educational Psychologists, the Inclusion Advisory Team, health and social care professionals including speech and language therapists and independent or voluntary bodies
- Being a key point of contact with external agencies, especially the local authority and its support services
- Liaising with potential next providers of education to ensure a pupil and their parents are informed about options and a smooth transition is planned
- Working with the Headteacher and academy governors to ensure that the school meets its responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements
- Ensuring that the primary phase keeps the records of all pupils with SEN up to date
- To gather evidence and complete EHCP applications when needed
- Liaising with the SENCO in the secondary phase to look at cross phase work to improve the progress of children with SEND
- Liaising with the DSL in the secondary to ensure Wren Academy safeguarding policies are up to date and all staff understand them
- Begin to lead and mentor other SENDCOs in the trust and supporting others in the local authority
- To ensure effective safeguarding training is completed by all staff and volunteers
- To keep safeguarding procedures at the forefront of everything by adding regular posts, notices and assessment questions in staff briefings
- To ensure all safeguarding concerns are followed up effectively, communicating with parents, staff, children and the Multi Agency Safeguarding Hub
- To maintain record for concerns regarding children’s wellbeing and organise appropriate support such as working with BICS, Lego Therapy, drawing and talking therapy or external agencies
- To ensure we have a whole school approach to managing feelings and emotions
- Respond and follow up behaviour management issues across the school and communicate with parents following the school policy Teaching and Learning
- To model, plan and deliver booster sessions or interventions focusing on children with SEN across the school in order to improve the progress of SEN pupils
- To research and introduce a wide range of interventions across the school
- Identify and adopt the most effective teaching approaches for pupils with SEND and train teachers to follow these approaches
- Monitor, evaluate and adjust teaching and learning activities to meet the needs of pupils with SEND
- Identify and teach the basic skills that will develop pupils' ability to work independently
- Liaise with other schools to ensure continuity of support and learning when transferring pupils with SEND
- Meet the needs of individual pupils, including SEND and Looked After Children (PEPs) • Evaluate assessment data and discuss next steps with the Leadership Team
- Observe interventions across the school and provide feedback in order to improve the practice
- Guide teaching assistants and teachers across the school with planning effective interventions and support programmes as well as delivering individual provision plans
- Model behaviour management strategies to staff
- Lead on training sessions for all staff to develop their inclusive and adaptive teaching
Person Specification
Professional Skills and Experience
- Possess a good degree and QTS, with a record of professional development relating to whole school leadership
- Be an excellent teacher with the ability to inspire all students in their learning
- Have a minimum of three years’ experience as a middle or senior leader with a track record of implementing and managing change
- Possess proven ability to lead and role model on delivery of school ethos and policies
- Have relevant experience of working in comprehensive and multi-cultural environments
- Have experience of writing development plans and school improvement documents which lead to the raising of standards and outcomes
- Demonstrate success in raising attainment and standards of teaching and learning
- Have the qualities required to have a strong and visible presence around the school which has a positive impact on both staff and students
- Possess strong leadership and management skills which ensure that all members of the school community reach their full potential
- Demonstrates sound technical understanding of school leadership issues
- Have demonstrable experience of leading others in successful curriculum innovation
- Has a track record of improving the teaching and learning of classroom practitioners
Attached documents
About St Mary's and St John's CE School
- St Mary's and St John's CE School
- Sunningfields Road, Hendon
- London
- NW4 4QR
- United Kingdom
Nurture Talent: Nursery Phase
At SMSJ, we believe that young children feel secure when they feel safe, valued and cared for. We ensure that each child is cherished and given the encouragement and devotion they deserve. Within our Nursery, every child enjoys experiences which are holistic and balanced.
Our environment is designed to promote inquiry and foster a love for learning. Our children learn by exploring the world around them, in engaging and practical ways. Play is recognised as vital for the development of our young and structured activities. SMSJ nursery children develop as confident communicators who can interact positively with their peers and with adults. The elementary skills that your child will acquire in our nursery, are the first stepping stones to life long learning.
Opportunity to Flourish: Primary SchoolOur objective within the primary phase is to ensure that children are excited to begin school and attend each day with the belief that ‘With God, all things are possible’. Throughout our EYFS and KS1, we motivate each child in a positive way to help them to find interest, satisfaction, enjoyment and a sense of achievement in their schoolwork and a sense of wonder in the world around them.
Our care combined with high-quality teaching, enables our children to become confident learners, to build strong relationships and to begin to take full advantage of a broad and rounded education.
Children within our primary phase follow the National Curriculum and at Key Stage 2, an increasingly challenging academic programme promotes and secures high levels of progress. SMSJ children in our primary phase have specialist staff for subjects such as PE, Music, Drama, Dance and MFL. As an all through school, our children also have access to specialist facilities for Food and Nutrition, Science, Performing Arts and PE.
Students from our senior phase relish opportunities to inspire and support our younger children with activities such as reading, mentoring and performing. The unique care and academic rigor provided at SMSJ will ensure your child enjoys their learning experience as they progress successfully through the school.
Shaping Futures: Secondary SchoolThe curriculum offered to students from Years 7 to 13 is one characterised by both depth and breadth. In the junior phase; KS3, students from Years 7 to 8 follow a broad and balanced curriculum. Our curriculum incorporates English, Mathematics, Sciences, History and Geography, specialist Music, Art, Drama, DT, Computer Science, Oracy, Religious Studies, PSHCEE, a range of MFL, and a full programme of Dance and PE.
Throughout KS3 & 4, a system of flexible banding is applied to enable the curriculum to be adjusted to suit each ability range. In the core subjects, we operate a system of setting so that children receive specialist teaching at a pace and level that is appropriately challenging, inspiring and which instills confidence and ambition. Most importantly, high expectations are insisted upon throughout all phases.
In the senior phase, KS 4 - Years 9 to 11, our expectation is that students study a full suite academic GCSEs. In addition, students will choose from more practical subjects such as Art, DT, the Performing Arts, Business & Enterprise, Computer Science and PE.
Information, advice and guidance is provided at each stage, to ensure that children have access to the range of subjects which will assist them in their individual career path. As an inclusive school, we ensure additional support is made available for SEND students throughout their education.
It is our philosophy to prepare students to take responsibility for their own learning, in readiness for university and life beyond the Sixth Form in an environment in which they are not over-supervised, but well supported. The Lower Sixth will be where students’ first experience private study periods during which they will be expected to work independently, such as in the library or the Sixth Form Quite Study Area.
With a wide variety of strong, widely-recognised A-Level courses from which to choose, the SMSJ Sixth Form curriculum allows children to build a portfolio of excellence, demonstrating to university admissions tutors and employers a depth and breadth of understanding in a wide range of fields.
Students will have a choice of academic A Level courses to study which will lead to entry to any one of the Russell Group Universities. Drawing upon links with Universities and their world-leading research and resources, exploring best practices, and combining our own diverse experience in education, we’re setting an example of what’s truly possible for secondary school education – one that builds character and academic success.
Although precise programmes of study vary based on the individual, most students will study three A-Level qualifications, with Further Mathematics being taken as an additional fourth. In addition to this, a number of the most academically inquisitive students will complete the Extended Project Qualification.
By continually innovating, welcoming challenges, and staying infinitely curious, our Sixth Form will be recognised for creating exemplar citizens, and model communities.
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