About this role
Knowledge, skills and experience
Education and Training
Essential:
Qualified Teacher Status (QTS) or equivalent. Evidence of ongoing professional development in Special Educational Needs and Disabilities (SEND) and inclusive practice. Up-to-date knowledge and understanding of SEND legislation, statutory guidance, and the graduated approach.
Desirable:
National Award for Special Educational Needs Coordination (NASENCO) or equivalent SEND leadership qualification. Relevant qualification or training in SEND, inclusion, or a related area. Evidence of leadership or management development. Training or experience in areas relevant to the school's SEND provision, such as safeguarding, SEMH, autism, speech and language, or adaptive teaching.
Experience
Essential:
Experience of working effectively with students with a wide range of Special Educational Needs and Disabilities. Experience of coordinating and delivering high-quality SEND provision within a school or educational setting. Experience of monitoring student progress, identifying barriers to learning, and adapting provision accordingly. Experience of working collaboratively with teachers, support staff, families, and external professionals. Experience of supporting or coordinating EHCP processes, annual reviews, and other SEND-related statutory processes. Experience of providing advice, guidance, and practical support to colleagues in relation to SEND and inclusive practice. Experience of managing competing priorities and responding effectively to complex or emerging student needs. Experience of contributing to the development, implementation, and evaluation of SEND provision. Experience of promoting inclusive practice and supporting positive outcomes for students with SEND.
Desirable:
Experience of leading or managing a SEND team, provision, or area of inclusion. Experience of working within a SENCO or Assistant SENCO role, or undertaking significant SEND leadership responsibilities. Experience of using SEND data and quality assurance processes to evaluate provision and identify areas for improvement. Experience of working with a range of external agencies and specialist professionals to coordinate support for students. Experience of supporting or leading SEND-related training and professional development for staff.
Personal Qualities
Personal Qualities
Passionate about improving outcomes and removing barriers for students with SEND. Highly organised, proactive, and able to manage competing priorities effectively. Calm, resilient, and solution-focused when responding to complex or challenging situations. Confident in making decisions and taking appropriate action within their area of responsibility. Approachable, empathetic, and able to build positive relationships with students, families, and colleagues. A strong communicator who can provide clear, constructive advice and guidance to others. Collaborative and committed to working as part of a wider Inclusion and Senior Leadership Team. Able to balance high expectations with a nurturing, individualised approach to supporting students. Reflective and open to feedback, with a commitment to continuous professional development and improvement. Able to maintain professionalism, confidentiality, and sound judgement when dealing with sensitive information and complex situations. Flexible and adaptable, with the ability to respond positively to changing priorities and emerging needs. Committed to inclusive practice and to developing the capacity of all staff to support students with SEND. Positive, dependable, and willing to take ownership and responsibility for ensuring high-quality SEND provision.