Inclusion Leader/senco - London, United Kingdom - Meridian Primary School

Description

Robert Owen Nursery School Job Description

Inclusion Leader (MNS/UPS + SEN allowance)

Part-time (3 days per week)

The Professional duties of teachers are set out in the School teachers' pay and conditions document. In addition, the specific requirements expected of this post holder have been set out below.

This postholder must have the prescribed qualification for SEN coordination (or be willing to complete this

within 3 years of appointment) or relevant experience.

Main purpose of this role

• This postholder will be a member of the Senior Leadership Team (SLT) and under the overall direction

of the Executive Headteacher and Head of School, they will:

• Be the designated teacher for coordinating special educational needs across the school

(SENCO)

• Be the designated teacher responsible for Lookedafter children (LAC) and previously LAC
• Proactively support the daytoday management of the school, taking responsibility for this

in the absence of the Executive Headteacher and Head of School

• Be one of the school's Designated Safeguarding Leads (DSL)

Key responsibilities are

• 1. School improvement

Determining and maintaining a strategic overview of inclusion and SEND across the school and

driving school improvement in this area by

• Working with the Executive Headteacher, Head of School and Governors to maintain and

enhance an ambitious school culture and curriculum which promotes equality and

inclusion and reflects the diversity of the school community

• Maintaining a robust overview of the school's performance and quality of teaching across

the school in relation to children with SEND or who are or previously were LAC, and

contributing to the school's Self Evaluation Framework (SEF)

• Contributing to the school improvement planning process by being proactive in identifying

inclusion priorities, and formulating, implementing and reviewing action plans, leading

change where appropriate

• Monitoring standards of inclusive teaching and learning, including through reviewing

planning and data, and undertaking observations and work sampling, identifying strengths

and next steps and presenting key findings to a range of audiences, including the

Governors

• Knowing the school community, its strengths and challenges and thinking creatively to

identify approaches to addressing underachievement

• Implementing policy

Ensuring the detailed implementation of support for children with SEND and those who are

LAC or previously LAC, which leads to the best possible outcomes by:

• Working with the Executive Headteacher, Head of School and Governors to ensure

the school meets its responsibilities under the Equality Act

• Ensuring all staff in the school understand their responsibilities to children with SEND in

line with the SEND code of practice, and our approach to early identification of

needs

• Developing, monitoring and reviewing the implementation and effectiveness of the

SEND policy, including classroom practice, interventions, the use of resources and

the deployment of staff

• Ensuring statutory framework requirements are met for SEND and LAC children
• Maintaining an accurate SEND and LAC register and record of provision across the

school which includes interventions

• Ensure SEND and LAC records for individual children are kept and maintained, and

that these are accessible to others as appropriate

• Work with RBG's inclusion team to access funding for children with SEND as

appropriate and follow the appropriate policies and procedures to ensure children's

needs are met and reviewed

• Working in partnership with others, ensure Personal Learning Plans (PLPs) are written,

implemented and reviewed which impact on outcomes for SEND children and meet

their needs

EHCP targets are reviewed, taking into account the views of all stakeholders

• In collaboration with parents/carers and other professionals, ensuring the smooth

transition of SEND children into the school and onto other settings

• Maintaining an up to date knowledge of national and local initiative which impact

the school in relation to statutory requirements and good practice

• Developing self and others

Contributing to strengthening and maintaining a collaborative learning community which

promotes high expectations of self and others and ensures ongoing improvements

• Being an advocate for children with SEND and those who are Looked After or Adopted

from Care

• Being ambitious for all children and demonstrating the ethos and values of the school

through your own excellent practice

• Promoting a culture of inclusion within the school community where all views are valued

and taken into account

• Keeping abreast of current research, theory and practice in relation to EYFS, and its

implications for inclusion and be open to new ideas

• Providing professional advice, guidance and support to staff on approaches which will

engage and motivate SEND children, ensure their access to the curriculum and accelera