Careers

2.     Line manage the SEND team.

3.     Have day-to-day responsibility for the coordination of SEND provision to support individual pupils.

4.     Undertake training and CPD to improve and maintain a well-rounded knowledge of SEND provision to ensure duties can be effectively performed.

5.     Have a sound knowledge of the SEND Code of Practice and ensure the school’s SEND provision meets the requirements that it sets out

6.     Support staff members to understand the needs of pupils with SEND and be available to advise on classroom practice.

7.     Ensure the school keeps an accurate record of all pupils with SEND and that this remains up-to-date.

8.     Ensure that EHC plans are live, regularly monitored and their impact assessed, making appropriate adjustments to any EHC plans that are not aiding pupils sufficiently.

9.     Work with the SENDCO to ensure that the EHC meetings are arranged, chaired and reports written and sent to Local Authorities within time constraints.

10.  Be the key point of contact with external agencies, particularly the LA and its support services, and ensure that these links are actively promoted.

11.  Liaise with previous providers, other schools, educational psychologists, health and social care professionals and other bodies with regards to SEND provision.

12.  Liaise, collaborate and engage with parents of pupils with SEND to develop EHC plans.

13.  Use tracking systems to understand pupil assessment data and use this data to inform practice.

2.     to be involved in management decisions on all aspects of policy, development, and organisation in relation to your role

3.     liaise with the governors (Governing Body Meeting/committee meetings) and provide appropriate reports as requested by the head teacher

4.     Support the SLT in the development and implementation of curricular initiatives that will engage the learners to achieve

5.     Attend meetings as required, and be prepared to report back on the given agenda on a weekly basis by the Head Teacher (assessment and tracking, pupil progress, training, interventions, moderation across the curriculum, learning walks, lesson observations, curriculum etc)

6.     To lead pupil progress meetings in your particular field.

7.     To ensure that your pupils are prepared for their exams in all subject areas.   Support the exam officer as required.

8.     To ensure all school improvement priorities are at the heart of school development and you take an active role in decision making.

9.     To support the development of the e-learning environment and ensure it is having an impact on the pupils learning journey.

10.  To ensure the curriculum planned meets the needs of the learners.

Key responsibilities under the OFSTED framework

Grade descriptors for the quality of teaching, learning and assessment

Through the QA process, you must ensure

1.    Teachers demonstrate deep knowledge and understanding of the subjects they teach. They use questioning highly effectively and demonstrate understanding of the ways pupils think about subject content. They identify pupils’ common misconceptions and act to ensure they are corrected.

2. Teachers plan lessons very effectively, making maximum use of lesson time and coordinating lesson resources well. They manage pupils’ behaviour highly effectively with clear rules that are consistently enforced.

3. Teachers provide adequate time for practice to embed the pupils’ knowledge, understanding and skills securely. They introduce subject content progressively and constantly demand more of pupils. Teachers identify and support any pupil who is falling behind, and enable almost all to catch up.

4. Teachers check pupils’ understanding systematically and effectively in lessons, offering clearly directed and timely support.

5. Teachers provide pupils with incisive feedback, in line with the school’s assessment policy, about what pupils can do to improve their knowledge, understanding and skills. The pupils use this feedback effectively.

6. Teachers set challenging homework, in line with the school’s policy and as appropriate for the age and stage of pupils, that consolidates learning, deepens understanding and prepares pupils very well for work to come.

7. Teachers embed reading, writing and communication and, where appropriate, mathematics exceptionally well across the curriculum, equipping all pupils with the necessary skills to make progress. For younger children in particular, except where there is an exemption from the learning and development requirements of the early years foundation stage in place, the teaching of phonics is effective in enabling them to tackle unfamiliar words.

8. Teachers are determined that pupils achieve well. They encourage pupils to try hard, recognise their efforts and ensure that pupils take pride in all aspects of their work. Teachers have consistently high expectations of all pupils’ attitudes to learning.

9. Pupils love the challenge of learning and are resilient to failure. They are curious, interested learners who seek out and use new information to develop, consolidate and deepen their knowledge, understanding and skills. They thrive in lessons and also regularly take up opportunities to learn through extra-curricular activities.

10. Pupils are eager to know how to improve their learning. They capitalise on opportunities to use feedback, written or oral, to improve.

11. Parents are provided with clear and timely information on how well their child is progressing and how well their child is doing in relation to the standards expected. Parents are given guidance about how to support their child to improve.

12.  Teachers are quick to challenge stereotypes and the use of derogatory language in lessons and around the school. Resources and teaching strategies reflect and value the diversity of pupils’ experiences and provide pupils with a comprehensive understanding of people and communities beyond their immediate experience.