About this role
The Role
Key Responsibilities:
As SENCO and Inclusion lead, you'll be a high-quality teacher with a passion for supporting pupils with special educational needs. The postholder is responsible for ensuring that inclusion drives whole-school standards so that pupils with SEND achieve highly within the same ambitious culture as their peers.
The Assistant Principal for Inclusion is a core member of the Senior Leadership Team and shares collective responsibility for the day-to-day leadership and strategic direction of the academy. The postholder is also a member of both the Teaching and Learning Team and the Safeguarding Team, ensuring inclusion is embedded across school standards, safeguarding practice and staff development.
The SENCO/Inclusion Lead should be prepared to lead on such areas as:
Inclusive Provision & Statutory Processes
Identification, assessment and review of pupils with SEND in line with the Code of PracticeEffective implementation and review of EHCPs and graduated response provisionCompletion of statutory documentation and coordination of external professional involvement
Teaching & Classroom Practice
High-quality adaptive teaching across the academy so pupils with SEND access the full curriculumTraining, coaching and support for teachers and co-teachers to meet pupil needs effectivelyDeployment and development of support staff to maximise impact on learning
Pupil Support & Wellbeing
Provision for pupils with SEMH and additional needs, including the academy’s mental health supportEarly identification and intervention through multi-agency workingSuccessful transition into, within and beyond the academy
Partnerships & Communication
Productive relationships with families and external agenciesClear communication of pupil needs and strategies to staff teamsCollaboration with Ark and Local Authority services to secure appropriate support
Whole-School Inclusion
A culture where pupils with SEND are fully included in curriculum, routines and wider school lifeStrategic use of resources to ensure provision is effective and sustainable
As a member of the senior leadership team, the SENCO will also be centrally involved in the overall leadership and management of the academy and will help to establish a school culture that is both nurturing and rigorous.
Outcomes and activities:
Teaching & Subject Leadership
To be an excellent classroom practitioner, undertaking a substantial teaching commitment as a core component of the Assistant Principal role, typically around 1–2 days per week, with the proportion reviewed in line with strategic priorities and school needTo lead a designated curriculum subject area, ensuring ambitious curriculum intent, clear progression and successful access for pupils with SENDTo operate as a member of the Teaching and Learning Team, contributing to coaching cycles and whole-school instructional improvementTo work alongside teachers through co-planning, modelling and instructional coaching to embed inclusive classroom practiceTo develop staff expertise in meeting additional needs through professional development, rehearsal and feedbackTo quality assure teaching and provision through lesson visits, work scrutiny and pupil voice, ensuring consistency across classesTo support subject leaders in adapting curriculum delivery so pupils with SEND achieve within the same ambitious framework as their peers
Leadership and Management
As a member of the Senior Leadership Team, to contribute to the strategic leadership and day-to-day management of the academyTo be accountable for the progress, attainment, attendance and inclusion of pupils with SEND across the academyTo analyse assessment, behaviour and attendance data to identify trends and implement targeted strategic responsesTo evaluate the impact of provision and interventions, ensuring effective use of staff time and resourcesTo line manage co-teachers and identified support staff, setting clear expectations and developing leadership capacity within the teamTo oversee transition processes and ensure pupils with SEND are prepared for the next stage of education and increasing independenceTo contribute to whole-school decision making including curriculum, behaviour, safeguarding and staffing priorities
School Ethos and Culture
To provide a visible and proactive leadership presence across the academy, including the playground, dining hall and transition points, setting the standard for behaviour, expectations and relational practiceTo ensure behaviour systems and routines are inclusive, consistent and understood by all staffTo support staff in managing complex pupil needs while maintaining high expectations for learning and conductTo undertake regular duties, including gate supervision and end-of-day collection, modelling high expectations and building positive relationships with pupils and familiesTo lead complex conversations with families regarding provision, support and placement, maintaining trust and clarityTo work with families and external agencies to secure appropriate support for pupils
Other
Undertake any other professional duties as set down in the Ark schools pay and conditions of service document, and as directed by the principalPerson Specification: Assistant Principal, SENCO and Inclusion Lead
Qualification criteria:
Qualified to degree level and aboveQualified to teach and work in the UKHold or willing to train for the national SENCO qualification
Experience & Knowledge:
Experience of prior successful leadership at a middle or senior levelExperience of having worked successfully in at least one school in an urban, multi-cultural setting, teaching students from backgrounds of socio-economic disadvantageExperience of having led, or significantly contributed to, the success of a school through its leadership, ethos, teaching and learning and resultsExperience of having improved and sustained an effective behaviour management policyKnowledge of the SEN and Disability Code of PracticeAn understanding of the Annual Review and statutory assessment processesA good knowledge of how to set meaningful end of Key Stage SEN outcomes and plan effective provision to enable all students with SEN to make good progressA knowledge of a range of specialist SEN interventions and strategies that can be used to support students with SEN
Behaviours:
Leadership
Effective management style that encourages participation, innovation and confidenceAbility to lead, coach and motivate staff within a performance management framework, including professional development and effective management of underperformanceAbility to develop the leadership skills of othersStrong interpersonal, written and oral communication skillsTakes personal responsibility for their own actionsResilience and motivation to lead the academy through day-to-day challenges while maintaining a clear strategic vision and directionGenuine passion and a belief in the potential of every studentCommitment to the safeguarding and welfare of all pupils
Vision and strategy
Vision aligned with Ark’s high aspirations and high expectations of self and othersUnderstands how to set high aspirations and effective strategies for the school. Including; delivery and prioritisation of school leadership management that faces all aspects of curriculum, learning, administration, finance and communicationClear understanding of the strategies to establish consistently high standards of behaviour in an inner-city school and commitment to relentlessly instilling these strategiesStrong organisational skills and ability to delegateUse of data to inform and diagnose weaknesses that need addressing
Leading the Learning
Understands what outstanding teaching practice looks like, how to diagnose and implement effective strategies to raise learning standardsBe able to offer teaching to demonstration level and through this and other coaching opportunities be able to improve the teaching of othersHave experience of leading and evaluating INSET which impacts on standards
Leading External Relationships
Can skilfully manage and maintain effective working relationships with parents and other stakeholders
Other
Commitment to equality of opportunity and the safeguarding and welfare of all pupilsThis post is subject to an enhanced Disclosure and Barring Service check