Recruitment Pack

Standish Community High School

SENDCo - Special Education Needs & Disabilities Officer Permanent Contract

Closing Date: Tuesday 21st January 2020 at 1.00 pm

Partner Schools in Mosaic

This is an exciting opportunity to join a thriving and expanding Multi Academy Trust that currently consists of three schools located across Lancashire. The Mosaic Academy Trust, as an organisation seeks to value each and every member of the community, to become a family of schools that will welcome other schools and be a Trust, whose chief aim is to become stronger as a whole than by the sum of its parts.

Kenyon Road, Standish, Wigan, WN6 0NX

Standish Community High School is the lead school within Mosaic MAT, The school’s motto ‘Be Outstanding’ captures our determination and belief that all of our students deserve the very best education and opportunities that enable them to flourish and grow in confidence and develop the skills and expertise, to become happy and well-rounded, successful individuals.

Clover Road, Chorley, PR7 2NJ

At Southlands High School we believe that academic achievement and personal growth for every child goes hand in hand; therefore there is a high expectation and high ambition for each and every student in terms of their learning and progress and in the mutual respect we hold for each other in our learning community.

Golborne Community Primary School, Talbot Street, Wigan, WA3 3NN

All at Golborne Community Primary School strive to create an environment that is stimulating, welcoming, friendly and secure. An environment where children are encouraged to try their best and are praised for their efforts. Where high expectations are encouraged the development of the whole child is valued. We believe that through effective experiences and partnerships we can support and develop the individual, giving them skills they need to be independent, confident learners, capable of expressing themselves and with the ability to integrate into the community.

January 2020 Dear Applicant, SENDCo - Full time 1.0 FTE, Permanent Contract Many thanks for your interest in the above position. Please find enclosed the following documents:

Information about Standish Community High School Exam Results Job Description Person Specification

Standish Community High School is advertising for a permanent full time SENDCo to commence employment Easter 2020. This full time role will be based at Standish Community High School, however as we are part of Mosaic Academy Trust, there may be occasions when you will be required to work at other schools within the trust. Your completed application form should be accompanied by a covering letter. Completed application forms can be forwarded by email to: recruitment@mosaicmat.net or by post to Miss M Johns, HR Officer at the school address. Late applications will not be considered. Applications will be considered as soon as they are received and the closing date will be Tuesday 21st January 2020 at 1.00 pm. Interviews are scheduled to take place on Wednesday 29th January 2020. Yours faithfully,

Mr A Pollard Executive Headteacher

January 2020 Dear Applicant, Welcome to Standish Community High School. Thank you for considering an application to the permanent full time post of SENDCo at Standish Community High School. I am happy to recommend Standish to you as a high performing and successful school with an intake of 1300 students. Our most recent Ofsted judgment, in November 2014, recorded an overall judgment of good in every category. However, we are working relentlessly to achieve “outstanding”. Our attainment figures for 2015 placed us in the top non-selected state-funded schools in England. This accolade has contributed to our designation as a Leading Edge school by the Secondary Schools and Academies Trust (SSAT). For the fourth year running we were placed in the top 10% of non-selective schools nationally for attainment and in 2016 and 2017, we were placed in the top 20% of schools nationally for progress. These awards, along with others we have received, show our aspirations and ambitions for our students and equally the commitment, dedication and professionalism of our staff. We were delighted that our successes continued in 2018 and 2019 achieving positive progress 8 scores. Although all schools are facing considerable change in education, we believe that our core values and positive ethos will guide us as we face the future. As a school, we remain entirely focussed on and determined to unleash the potential in all students irrespective of background or ability. Standish Community High School has formed a Multi Academy Trust, as the lead school, with another local secondary school and more recently a local primary school. This has provided the potential to open greater career opportunities in the near future. The Mosaic Academy Trust, as an organisation seeks to value each and every member of the community, to become a family of schools that will welcome other schools and be a Trust, whose chief aim is to become stronger as a whole than by the sum of its parts. The Trust has a Trade Union Recognition Agreement in place. Hopefully, this has inspired you to take a serious look at Standish. I consider it a tremendous privilege to be the Head of School at Standish and lead such an incredibly well-motivated and inspiring team of teachers and support staff. I look forward to receiving your application form. Yours faithfully,

Mrs L Barker Head of School

Exam Results

2017 2018 2019

Attainment 8 54.26 55.8 54.6

Progress 8 0.37 0.24 0.24

Standish Subjects Grade 9s – 2017 Grade 9s – 2018 Grade 9s – 2019

English Language 22 15 21

English Literature 35 19 16

Maths 16 15 12

Standish 2017 2018 2019

5 x 9 – 5 (A*- C) including English and Maths

80 79 81

English and Maths Grade 4 and above

84 85 85

3 9 – 7 (A/A*) 37 40 38

5 9 – 7 (A/A*) 29 29 24

English Grade 9 – 4 (A* - C) 94 95 92

English Grade 9 – 5 80 86 82

English Grade 9 – 7 (A* - A) 43 47 44

Maths Grade 9 – 4 (A* - C) 85 86 85

Maths Grade 9 – 5 64 70 62

Maths Grade 9 – 7 (A* - A) 32 33 24

JOB DESCRIPTION

1. INTRODUCTION

Post Title: SENDCo Special Education Needs & Disability Co-Ordinator (Full time 1.0 FTE)

Status: Permanent contract

Job Overview:

The strategic development of the school’s Special Educational Needs (SEND)

provision; including those with Social Emotional and Behavioural difficulties

(SEBD) and Pupil Premium students eligible for the pupil premium.

Oversight of the day-to-day operation of all areas of inclusion at SCHS with the

aim of raising student achievement to expected or better than expected progress

for students.

The SENDCo has a critical role in raising standards of attainment for Pupil

Premium students, both academic and in pastoral, to ensure that SCHS provides a

quality education for all students regardless of ability.

The SENDCo must demonstrate loyalty, professionalism, commitment, high

standards of work, integrity, and confidentiality both within SCHS and the wider

community.

The SENDCo works to raise levels of achievement for all students at SCHS with a

particular focus upon students with SEND, SEBD, LAC and all other students

eligible for the Pupil Premium.

Under the reasonable direction of the Headteacher, carry out the professional duties of a school teacher as set out in the current School Teachers’ Pay and conditions document (STPCD)

Line Management:

Reporting to – agreed SLT

Responsible for – HLSA’s and LSA’s

Liaising with: Head of School, Senior Leadership Team, Governing Body, teachers and support staff, LA representatives, external agencies and parents / carers

Working time: Full time (1.0 FTE) as specified within the STPCD

Salary /Grade: Leadership Range L1 – L5

Disclosure Level Enhanced

Conditions of Employment

No holidays are permitted during the 190 day teaching year.

2. MAIN DUTIES AND RESPONSIBILITIES

2.1 To put provision in place to remove barriers to learning which will help ensure that achievement of SEND/ Pupil Premium and LAC improves relative to all other students.

2.2 Ensure that Standish Community High School carries out its statutory responsibilities regarding all

students with additional learning needs.

2.3 Support all staff in understanding the needs of SEND/ Pupil Premium and LAC students. 2.4 Support all faculties in their development of SEND/ Pupil Premium and LAC provision. 2.5 Monitor progress towards targets for students with SEND/ Pupil Premium and LAC. 2.6 Analyse and interpret relevant school, local and national data for students with SEND/ Pupil Premium

and LAC. 2.7 Liaise with staff, parents/carers and external agencies to co-ordinate their contribution, provide

maximum support and ensure continuity of provision. 2.8 Ensure that examination access arrangements are applied for and put in place where appropriate and

liaison with the academy’s examinations officer. 2.9 Organise concessions during examination periods. 2.10 Take responsibility for organising the appropriate screening of all new students on entry to the school

and for other diagnostic testing of other students as appropriate. 2.11 Organise and deliver effective catch up programme in English and Mathematics for students who are

not secondary ready upon entry to Standish Community High School. 2.12 Keep up to date with and actively respond to national developments in SEND/ Pupil Premium and LAC

provision. 2.13 Keep up to date with and actively respond to local developments in SEND/ Pupil Premium and LAC

provision. 2.14 Contribute to the transition process of SEND students from primary to secondary school and from

secondary to higher education.

3. QUALITY OF EDUCATION

3.1 Support the identification and disseminate the most effective teaching approaches for individual

students with SEND. 3.2 Work with staff to overcome barriers to learning through a variety of assessment and diagnostic tools. 3.3 Collect and interpret specialist assessment data to inform practice. 3.4 Undertake day to day co-ordination of SEND student’s provisions through close liaison with staff,

parents / carers and external agencies. 3.5 Support quality teaching across the school to ensure the needs of SEND students are met.

3.6 Support the identification of and disseminate the most effective teaching approaches for specific additional needs (e.g. ADHD, Dyslexia, Asperger’s).

3.7 Take an active involvement in the promotion and delivery of after school enrichment / extra-curricular

activities.

4. TEACHING RESPONSIBILITIES

4.1 Set high expectations so that all students are inspired, motivated and challenged to reach their full

potential. 4.2 Creative a positive climate for learning, by explicitly teaching lesson routines and applying behaviour

systems consistently and fairly. 4.3 Plan and teach well structured, differentiated lessons which allow adequate time to embed new

knowledge, understanding and skills. 4.4 Nurture every student’s intellectual curiosity, asking pertinent questions to deepen students

understanding. 4.5 Systematically check students understanding and act to correct any misconceptions. 4.6 Provide students with individual feedback aimed at moving his or her learning forward developing a

growth mind-set in each student. 4.7 Review and reflect on each assessment to identify gaps in student learning and take steps to address

them.

5. LEADERSHIP

5.1 Provide professional guidance to staff to secure good teaching for SEND/ Pupil Premium and LAC

students, through both written guidance and meetings. 5.2 Line management of the HLSA’s and LSA’s and to quality assure the provision they manage. 5.3 Oversee the development of staff to ensure that students receive consistency and that value for money

is optimised. 5.4 Lead on the performance management process for HLSA’s and LSA’s. 5.5 Advise on and contribute to the professional development of all staff. 5.6 Provide regular information to the Head of School and Senior Leadership Team on the evaluation of

SEND/ Pupil Premium and LAC provision.

6. EFFECTIVE DEPLOYMENT OF STAFF & RESOURCES

6.1 Co-ordinate all Annual Reviews for Year 7-11 students. 6.2 Attend Year 6 Annual Reviews for primary students with EHCP’S to help facilitate continuity and

progression through the development of a transition programme. 6.3 Exercise a key role in assisting the Senior Leadership Team with the strategic development of SEND

policy / provision. This includes regular reviews and monitoring of SEND provision within the school.

7. QUALITY ASSURANCE

7.1 Monitor and evaluate SEND/ Pupil Premium and LAC provision in line with agreed school procedures. 7.2 Implement systems for identifying, assessing and reviewing students’. 7.3 Monitor short-term planning to ensure needs are met through IEPs. 7.4 Monitor the progress made in setting objectives and targets for students with SEND/ Pupil Premium

and LAC. 7.5 Ensure the establishment of opportunities to review the needs, progress and targets of students with

SEND and students in receipt of Pupil Premium. 7.6 Assist in the evaluation and effectiveness of teaching and learning and use the analysis to guide

further improvement. 7.7 Contribute to the school procedures for lesson observation. 7.8 Seek/implement modification and improvement where required.

8. MANAGEMENT INFORMATION

8.1 Ensure the maintenance of accurate and up-to-date information concerning SEND/ Pupil Premium and

LAC, including the school’s SEND register and records. 8.2 Make use of analysis and evaluate performance data to inform practice. 8.3 Identify and take appropriate action on issues arising from data, systems and reports; setting deadlines

where necessary and reviewing progress on the action taken. . 8.4 Produce appropriate reports for the various audiences e.g. the Governing Body, external agencies. 8.5 Lead on the statutory procedure for the producing statements with SEND/ Pupil Premium and LAC. 8.6 Identify access arrangements for examination entries and provide support, liaising with Exams Officer

and SLT nominated link as appropriate.

9. COMMUNICATIONS AND LIAISON

9.1 Ensure that all staff are familiar with SEND policy. 9.2 Develop and maintain effective partnerships between parents/carers and the school’s staff to promote

learning and provide information. 9.3 Promote actively the development of effective SEND links with external agencies. 9.4 Liaise with partner schools other relevant external agencies in order to maximise support and share

information and provide continuity with regards to students with SEND. 9.5 Attend reviews, case conferences and meetings for SEND/ Pupil Premium and LAC.

9.6 Judge when to make decisions and when to consult with others including external agencies.

9.7 Contribute to the development of effective links with the community

9.8 Take part, where necessary, in liaison events such as parent’s evenings and link events with partner schools

9.9 Liaison with primary schools and post 16 provision to facilitate a smooth transition from primary to secondary and secondary to higher education.

10. MANAGEMENT OF RESOURCES

10.1 Identify and ensure the provision of staff and resource requirements to meet the needs of students with

SEND/ LAC and students in receipt of Pupil Premium.

10.2 Advise the Head of School, Senior Leadership Team and Governing Body of likely priorities for expenditure.

10.3 Allocate resources to meet the objectives of the school and SEND policies to maximise students’ achievements and ensure value for money.

10.4 Organise and co-ordinate the deployment of learning resources, including ICT and monitor their effectiveness.

10.5 Maintain existing resources and explore opportunities to develop or incorporate new resources from sources inside and outside the school.

10.6 Co-operate with other departments to ensure a sharing and effective use of resources to the benefit of the school and the students.

11. PASTORAL SYSTEM

11.1 Monitor and support the overall progress and development of students with SEND/ LAC and in receipt

of Pupil Premium. 11.2 Help to monitor student attendance together with students’ progress and performance in relation to

targets set for each individual, ensuring that follow-up procedures are adhered to and that appropriate action is taken where necessary.

11.3 Contribute to PSHE, citizenship and Futures Team according to school policy. 11.4 Assist in the implementation of the behaviour management policy so that effective learning can take

place.

12. SCHOOL ETHOS

12.1 Play a full part in the life of the school community, supporting its distinctive mission and ethos and

encouraging staff and students to follow this example. 12.2 Support the school in meeting its legal requirements for worship.

12.3 Promote actively the school’s corporate policies. 12.4 Comply with the school’s health and safety policy and undertake risk assessments as appropriate. 12.5 This school is committed to safeguarding and promoting the welfare of children and young people and

expects all staff and volunteers to share this commitment.

13. SIGNATURES

The school will endeavour to make any necessary reasonable adjustments to the job and the working

environment to enable access to employment opportunities for disabled job applicants or continued employment for any employee who develops a disabling condition.

This job description is current at the date below but will be reviewed on an annual basis and, following

consultation with you, may be changed to reflect or anticipate changes in the job requirements, which are commensurate with the job title and grade.

Signed .......................................... Signed ...................................... (Teacher) (Head of School)

Dated ............................................ Dated .......................................

(Teacher) (Head of School

Safeguarding of Children and Young People This school is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Whilst every effort has been made to explain the duties and responsibilities of the post each individual task undertaken may not be identified. Employees are expected to comply with any reasonable request from the Headteacher / SLT link to undertake work of a similar level that is not specified in this job description. This job description is current at the date shown, but in consultation with you it is liable to variation by Management to reflect or anticipate change in, or to, the job commensurate with the grade and job title. January 2020

Person Specification SENDCo

Requirements Essential / Desirable

Experience

Experience of working in or as part of an additional needs team D

Experience of effective deployment of staff or resources E

A proven track record of improving outcomes for within a multi-disciplined environment E

Experience in managing a team D

Experience of working with external providers to enhance curriculum delivery and pastoral care for students

D

Experience of introducing new initiatives and /or of managing change D

Training & Qualifications

Qualified Teacher Status E

Successful teaching experience in a Secondary School E

Evidence of Continuing Professional Development relevant to the achievements of SEND/Pupil Premium Students

D

SENDCo Qualification D

Experience of working effectively as an ambassador for SEND students D

Knowledge & Understanding Applicants should be able to demonstrate knowledge and understanding of the following areas

relevant to the post

Knowledge and understanding of national and regional education issues relating to provision for issues relating to students with additional needs

E

Has the knowledge and understanding of current national issues in relation to student development, student progress and raising achievement at KS3 and KS4

E

Understanding of effective teaching and learning strategies including behaviour for learning E

Good understanding of best practice and current educational thinking E

Demonstrate an ability to work with students and their parents/carers in a sensitive and positive way

E

Per Personal Skills, Abilities and Competencies Applicants should be able to provide evidence that they have the necessary skills and abilities

required

High levels of communication skills both oral and written E

Be empathetic in dealing with students, parents and carers E

High levels of inter-personal skills E

Ability to work under pressure and to strict deadlines E

Ability to use ICT to support teaching and learning E

Able to work as part of a team E

Ability to work unsupervised and under own initiative as required E

Ability to manage own workload E

Willingness to work flexibly across the day, week and year E

Ability to find solutions to immediate, medium and long-term problems E

Personal Qualities

Integrity, professionalism and diplomacy E

Tact and a sense of humour E

A personal and friendly nature E

Application

Accurate completion of school application form E

Letter which addresses person specification, evidence in letter and application E

High standards in spelling and writing E

Legal Issues

Legally entitled to work in the UK E

Enhanced DBS Clearance E

Valid UK Driving Licence, access to a vehicle with business insurance D