SENCO / Teacher (Secondary)
Purpose of the job:
Don Valley Academy are looking to appoint a SENCO/Teacher to join our academy in April 2022 on a full time permanent basis. The role will involve strategic development of the Special Educational Needs (SEN) provision and oversight of the day-to-day operation of that policy with the aim of raising SEN pupil achievement and carrying out the professional duties of a teacher as circumstances may require and in accordance with academy policies, under the direction of the Principal.
Don Valley Academy is proud to be rated Ofsted GOOD (April 2019) for the first time in its history! This has been achieved by having dedicated and enthusiastic staff who are committed to giving our community an extraordinary educational experience.
We are a vibrant Academy with over 1000 students on roll. We benefit from a new building which opened in November 2016 enabling our students and staff to use state of the art facilities. We serve a significantly deprived community with 42% of students being pupil premium and 38% being in the bottom 10% for deprivation. Despite these challenges, you will find Don Valley students to be polite and engaged with learning.
As a community we embrace all opportunities and strive to support and challenge each other. We have a comprehensive professional development calendar which is tailored specifically to meet the current needs. Staff enjoy the leadership opportunities found within our ‘DEEPs’ model and are able to gain experiences of roles across the Academy from Aspiring Leaders to Associate Assistant Principals.
Collaboration is at the heart of the Academy for both students and staff and you will find Don Valley Academy to be positive and reflective towards their own professionalism, with wellbeing as a pivotal aspect of our Academy ethos.
Visits to the academy would be warmly welcomed by appointment. Please contact the academy on 01302 651035 if you would like to arrange a visit.
- Put provision in place to ensure that progress of pupils with SEN improves relative to those without SEN.
- Ensure that the school carries out its statutory responsibilities regarding all students with a Statement of Special Educational Needs.
- Support all staff in understanding the needs of SEN pupils.
- Support departmental developments of SEN provision.
- Monitor progress towards targets for pupils with SEN.
- Analyse and interpret relevant school, local and national data.
- Liaise with staff, parents, external agencies and other schools to co-ordinate their contribution, provide maximum support and ensure continuity of provision.
- Support the identification of and disseminate the most effective teaching approaches for individual pupils with SEN.
- Work with staff to develop effective ways of bridging barriers to learning through assessment of needs.
- Monitoring of teaching quality and pupil achievement.
- Target setting - IEPs, or Provision Maps, PSP, CAF.
- Keeping accurate records.
- Collect and interpret specialist assessment data to inform practice.
- Undertake day-to-day co-ordination of SEN pupils' provisions through close liaison with staff, parents and external agencies.
- Work with Executive Principals/Principals/Heads of Academy, teachers, key stage co-ordinators and pastoral staff to ensure all pupils learning is of equal importance and that there are high and realistic expectations of pupils.
Leading and Managing:
- Provide professional guidance to staff to secure good teaching for SEN pupils, through both written guidance and meetings.
- Lead on the performance management process for SEN teachers and Support Assistants.
- Advise on and contribute to the professional development of staff, including whole school INSET provision.
- Provide regular information to the head teacher and governing body on the evaluation of SEN provision.
Effective deployment of staff and resources:
- Advise the head teacher and governing body of priorities for deployment of staff, and utilise resources with maximum efficiency.
- Maintain and develop resources, co-ordinate their deployment and monitor their effectiveness in meeting the objectives of school and SEN policies.
- Work with external agencies to maximise resources made available.
- Co-ordinate all Annual Reviews and reviews of Individual Education Plans and/or PSPs and CAFs where appropriate and attend / chair when necessary.
- Attend Year 6 Annual Reviews for primary pupils with statements to help facilitate continuity and progression through the development of a transition programme.
- Liaise with Year 5 pupils requiring advice about provision.
- Exercise a key role in assisting the Executive Principal/Principal/Head of Academy with the strategic development of SEN policy / provision.
- Promoting the achievement of high standards through effecting teaching and learning within subject area(s), preparation, evaluation and action planning.
- Modelling the vision and values of the academy.
- Being part of the team driving the development of the academy to become an ‘outstanding’ academy.
- Receiving and acting on feedback to build on the strengths and improve personal performance within the academy systems.
- Contributing, where appropriate, to implementing policies and practice and to promote collective responsibility for their implementation.
- Taking into account and constantly reviewing academy contextual factors and prior attainment when planning and teaching lessons.
- Working in a cross-curricular way to support subjects across the academy in the use of active learning approaches to enrich curriculum and skills delivery.
- Recognising, promoting and celebrating diversity.
- Supervision and progress of students in allocated classes.
- Supervision of work of any classroom support staff during times they are allocated to classes.
Develop and sustain DEEP LEADERSHIP across the academy through:
- Being accountable for student progression for allocated classes.
- Being responsible for effective classroom management.
- Co-ordinating class work with any classroom assistant support.
- Developing and sustaining knowledge of current educational practices and be responsible for own continuing professional development.
- Evaluating lessons, incorporating students’ views and responses in order to reflect and act on strengths and areas for development.
- Aiding in co-ordinating events and experiences which support the academy to raise standards.
Develop and sustain DEEP LEARNING across the academy through:
- Working to student targets and ensure that progress is tracked through a range of strategies.
- Taking account and reviewing prior attainment when planning and teaching lessons.
- Reflecting on the success of teaching strategies, individual lessons and SoL in meeting the needs of students.
- Applying current guidelines on effective learning and teaching.
- Striving to deliver outstanding lessons.
- Delivering interactive lessons with students.
- Providing good quality assessment using formative and summative methods in conjunction with the academy’s AfL policy.
- Recording test results and ongoing teacher assessments.
Develop and sustain DEEP EXPERIENCE across the academy through:
- Having responsibility for developing and implementing SoL.
- Being responsible for identifying and reporting issues and developing solutions.
- Being responsible for the day to day delivery within the subject area, including assessment and reporting process.
- Developing the use of ICT within the curriculum.
- Adapting lessons and identifying next steps in response to evaluation of student progress.
- Setting effective homework and extension work to encourage and enliven student learning.
- Ensuring differentiation and personalisation of learning for all students.
- Being aware of the KS2 curriculum and the standards of progression and attainment for KS3 students.
- Co-ordinating displays with regards to events, opportunities and work which promote the department/academy.
Develop and sustain DEEP SUPPORT across the academy through:
- Complying with the academy’s Child Safeguarding Procedures and reporting concerns to the Designated Child Protection Officer.
- Taking responsibility for upholding standards of behaviour and classroom management within the classroom and the schools environment.
- Promoting the consistent and fair use of the behaviour policy within the classroom and the academy environment.
- Being the first line of contact for parents and carers concerns with regards to their child’s performance and well-being of your classes.
- Performing the duties of a Vertical Mentor Tutor if required, including the provision of information, advice and guidance for students.
Data processing and security
- To ensure strict confidentiality in all areas of work.
- To work and process personal and sensitive information in accordance with Data Protection Act 2018 including the General Data Protection Regulations (GDPR) 2018.
- To ensure work is conducted in a way that protects the safety and security of information (e.g. strong passwords, reporting breaches, securing paper records, securely disposing of records).
- To understand and comply with the statutory guidance regarding safeguarding of children, ensuring the safeguarding and promotion of children’s welfare at all times, reporting any concerns to the Designated Safeguarding Officer immediately.
- To comply with the Trust and academy’s policies and procedures at all times.
To undertake other reasonable duties (with competence and experience) as requested, in accordance with the changing needs of the organisation.
This job description will be reviewed annually and may be subject to amendment or modification at any time after consultation with the postholder. It is not a comprehensive statement of procedures and tasks, but sets out the main expectations of the academy in relation to the postholder’s professional responsibilities and duties. Elements of this job description and changes to it may be agreed at the request of the Principal or the incumbent of the post.
External: contractors, suppliers, parents, external agency professionals, other government and local authority staff, other staff from academies and schools.
Internal: students, staff, Academy Advisory Board members, parents and any other visitors to the academy.
Experience and Knowledge
Key: A = Application, I = Interview And Assessment, R = Reference, C = Certificate
- Recent and relevant teaching experience (A/R)
- Experience of assessment at key stage 3 and 4 (A/R)
- Experience of working with a wide range of SEN (A/I/R)
- Experience of training others and/or introducing SEN initiatives (A/I)
- Experience of planning and implementing provision for children with SEN including the monitoring, assessment, recording and reporting of children’s progress (A/I/R)
- A degree in an appropriate discipline (C)
- A teaching qualification together with Qualified Teacher Status (QTS) (C)
- SENCO experience or commitment to undertake SENCO qualification (A/R)
- A strong and secure knowledge of SEN (A/I/R)
- Understanding of the statutory legislation concerning Safeguarding including SEN
- Awareness of the strategies available for improving the learning and achievement of all students (A/I)
- A good understanding of curriculum developments in a specific subject area (A/I)
- Able to use a range of teaching and learning strategies (A/I/R)
- An understanding of how Assessment for Learning can improve student performance (A/I)
- Confidence in the use of standard computer packages and how these can be used to enhance student learning (A/R)
- Able to use student level data to raise standards (A/I)
- Able to work independently and collaboratively as a member of a team (A/R)
- Enthusiasm for your subject (A/I)
- Creative in problem solving together with willingness to take on and try new approaches and ideas (A/R)
- Ability to relate to students in a pleasant and sympathetic manner and to recognise potential safeguarding issues (A/I/R)
- Able to communicate both orally and in writing to students and their parents (I/R)
- Able to communicate high expectations to all students (I)
- Sharing good practice across the department (A/R)
- Understanding of The SEN Code of Practice and its practical application of strategies for meeting the needs of SEN children (A/I)
- Commitment to self and team development (A/I)
- Able to maintain a safe, calm and happy ethos (A/I)
- Commitment to abide by the academy and Trust policies (A/I)
- The post holder will require an enhanced DBS (C)
- Strong ICT skills including SMART board or Promethean (A)