Education Authority

<h1>Job Reference:</h1>
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</ol>
<h2>Primary Location</h2>
: Antrim-Belfast-Elmgrove Primary School (Avoniel Rd)
Contract Type : Permanent
Duration of Contract/Contract End Date : N/A
Status : Full-Time
Hours per Week : Full-time
Working Pattern : Monday - Friday
Grade/Scale : Teacher | Main Pay Scale, M2 - UPS 3 | £32,916 - £50,876 per annum
Allowance(s) : Teaching Allowance 3 as per the DE Teachers' Pay and Allowances circular
Anticipated Interview Date(s) : TBC
Additional Information: N/A
JOB DESCRIPTION
LEARNING SUPPORT COORDINATOR (SENCO) - 3 Teaching allowances
REPORTS TO: PRINCIPAL
DUTIES SPECIFIC TO THE POST
The Learning Support Coordinator (SENCO) will provide strategic leadership and operational management of Special Educational Needs (SEN) provision throughout the school. The postholder will ensure that pupils with Special Educational Needs receive appropriate support, build staff capacity, support and work collaboratively with parents, external agencies and specialist services to ensure positive outcomes for children with Special Educational Needs.
Key Responsibilities
<ul>
<li>Lead and coordinate the school's SEN provision and fulfil the statutory responsibilities of the school's SENCO.</li>
<li>Work collaboratively with teachers to promote a whole-school culture of inclusion where all pupils are valued and supported.</li>
<li>Lead the strategic development of SEN provision through effective use of assessment information, provision mapping and school self-evaluation.</li>
<li>Monitor and evaluate the effectiveness of SEN provision and its impact on pupil progress, participation and wellbeing.</li>
<li>Maintain oversight of the school's SEN Register and associated records.</li>
<li>Advise the Principal, Senior Leadership Team and Board of Governors on developments in SEN legislation, policy and practice.</li>
<li>Develop, implement, monitor and review SEN-related policies and procedures.</li>
<li>Coordinate the identification of pupils who may require additional support; support teachers in gathering evidence, assessing need and planning appropriate interventions.</li>
<li>Ensure the effective implementation of the three-stage Code of Practice</li>
<li>Lead the development, implementation and review of Personal Learning Plans (PLPs) for pupils requiring SEN provision.</li>
<li>Monitor the quality, consistency and effectiveness of Personal Learning Plans (PLPs) across the school.</li>
<li>Support staff in setting, reviewing and evaluating appropriate targets and adjustments to provision.</li>
<li>Advise staff on differentiation, reasonable adjustments and strategies to support participation and achievement.</li>
<li>Coordinate and monitor targeted interventions and agreed programmes of support; evaluate the impact of support strategies.</li>
<li>Act as the key point of contact for external agencies supporting pupils with SEN.</li>
<li>Lead the development, implementation and maintenance of the school's SEN Provision Map.</li>
<li>Use provision mapping to ensure provision is appropriately matched to identified pupil needs, reflects effective use of available resources and informs future SEN priorities.</li>
<li>Provide reports to the Principal and Senior Leadership Team regarding the effectiveness of SEN provision and resource deployment.</li>
<li>Coordinate and manage the Annual Review process for pupils with Statements of Special Educational Needs.</li>
<li>Ensure compliance with Education Authority requirements and statutory timescales.</li>
<li>Prepare and submit appropriate documentation to the Education Authority.</li>
<li>Ensure statutory records (both hard copy and digital) are accurate, up to date and securely maintained.</li>
<li>Support teaching staff in gathering information required for SEN processes and referrals.</li>
<li>Prepare reports and supporting evidence for statutory SEN processes where required.</li>
<li>Coordinate Transition Reviews and support planning for pupils transferring between year groups and educational settings.</li>
<li>Maintain a high level of competence in the use of the Education Authority SEN Portal.</li>
<li>Coordinate the school’s Graduated Response Framework and complete Requests for Involvement.</li>
<li>Upload, update and manage statutory documentation and supporting evidence.</li>
<li>Monitor timescales and ensure the timely completion of all SEN submissions.</li>
<li>Ensure appropriate levels of confidentiality and compliance with GDPR requirements.</li>
<li>Coordinate the effective deployment of Classroom Assistants to meet identified pupil needs.</li>
<li>Provide day-to-day leadership, guidance and professional support for SEN Classroom Assistants.</li>
<li>Facilitate regular meetings with Classroom Assistants to review programmes of support and pupil progress.</li>
<li>Support Classroom Assistants in understanding pupil targets, intervention programmes and classroom strategies.</li>
<li>Identify training needs and support continuing professional learning for Classroom Assistants.</li>
<li>Lead and deliver professional learning for teaching and non-teaching staff in relation to SEN and inclusive education.</li>
<li>Disseminate information from Education Authority training and relevant professional development programmes.</li>
<li>Mentor and support staff in developing confidence and expertise in meeting SEN needs.</li>
<li>Demonstrate knowledge and experience of supporting pupils with Special Educational Needs in both mainstream classes and specialist provision settings.</li>
<li>Support effective collaboration between mainstream provision and specialist provision classes.</li>
<li>Promote inclusion and meaningful participation in all aspects of school life.</li>
<li>Support staff in meeting the needs of pupils with learning, communication, physical, sensory, medical, emotional and behavioural needs.</li>
<li>Facilitate successful transition arrangements between specialist and mainstream provision where appropriate.</li>
<li>Contribute to risk assessments, healthcare plans and well-being support arrangements where appropriate.</li>
<li>Develop positive and collaborative relationships with parents and carers.</li>
<li>Ensure parents are actively involved in planning, reviewing and evaluating support for their child.</li>
<li>Provide information, advice and guidance regarding SEN processes and available support services.</li>
<li>Promote effective communication between home and school; respond sensitively and professionally to parental concerns and enquiries.</li>
</ul>
Develop and maintain effective working relationships with relevant professionals and services, including:
<ul>
<li>Education Authority SEN services</li>
<li>Educational Psychology</li>
<li>Behaviour Support / Local Impact Team</li>
<li>Speech and Language Therapy</li>
<li>Occupational Therapy and other health professionals</li>
<li>CAMHS and relevant child development services</li>
<li>EOTAS and other alternative educational providers</li>
<li>Social and family support services where appropriate</li>
<li>Other professionals involved in supporting individual pupils</li>
</ul>
Coordinate the school's contribution to professional consultations, observations, assessments and reviews and ensure that relevant recommendations are communicated to staff and incorporated into provision where appropriate.
Keep up to date with current guidance, research and good practice relating to SEN and inclusion.
Identify areas for professional development within the school.
Attend relevant EA, professional and multi-agency meetings and training.
PERSON SPECIFICATION
NOTES TO JOB APPLICANTS
<ol>
<li>You must clearly demonstrate on your application form under each question, how, and to what extent you meet the required criteria as failure to do so may result in you not being shortlisted. You should clearly demonstrate this for both the essential and desirable criteria, where relevant.
</li>
<li>You must demonstrate how you meet the criteria by the closing date for applications, unless the criteria state otherwise.
</li>
<li>The stage in the process when the criteria will be measured is outlined in the table below.
</li>
<li>Shortlisting will be carried out on the basis of the essential criteria set out in Section 1 below, using the information provided by you on your application form.
</li>
<li>Please note that the Selection Panel reserves the right to shortlist only those applicants that it believes most strongly meet the criteria for the role.
</li>
<li>In the event of an excessive number of applications, the Selection Panel also reserves the right to apply any desirable criteria as outlined in Section 3 at shortlisting, in which case these will be applied in the order listed. It is important therefore that you also clearly demonstrate on your application form how you meet any desirable criteria.
</li>
</ol>
SECTION 1 - ESSENTIAL CRITERIA
The following are essential criteria which will initially be measured at the shortlisting stage and which may also be further explored during the interview/selection stage. You should therefore make it clear on your application form how, and to what extent you meet these criteria. Failure to do so may result in you not being shortlisted.
Factor
Essential Criteria
Method of Assessment
Qualifications/ Professional Membership
Qualifications must be obtained at the closing date for completed applications:
Hold a teaching qualification which meets the requirements for recognition to teach in grant-aided schools in Northern Ireland
Shortlisting by Application Form
Experience
Minimum of 5 years’ demonstrable experience of teaching to achieve positive learning outcomes within a primary school setting
Demonstrable experience of using a range of effective classroom strategies to provide support and challenge children and young people of all abilities, including those with Special Educational Needs
Demonstrable experience of working with/supporting pupils with Special Educational Needs and Disabilities across a range of learning profiles, including learning, neuro-diverse and SBEW.
Demonstrable experience of implementing the SEN Code of Practice and supporting the identification, assessment, monitoring and review of pupils with additional needs
Demonstrable experience of supporting colleagues in meeting the needs of pupils with SEN through advice, modelling or professional collaboration.
Demonstrable experience of working with a range of professionals to meet the needs of children and young people with Special Educational Needs
Demonstrable experience of and/or continuing professional development in the use of specialist equipment, facilities or skills to meet the needs of children and young people with Special Educational Needs
Shortlisting by Application Form
Other
Be registered with the General Teaching Council for Northern Ireland (GTCNI) before taking up post
Pre-Employment Check
SECTION 2 - ESSENTIAL CRITERIA
The following are additional essential criteria which will be measured during the interview/selection stage.
Factor
Essential Criteria
Method of Assessment
Knowledge
Knowledge of the Northern Ireland Curriculum in the context of special educational needs and current policies and procedures; 
Knowledge of the SEND Code of Practice and its implementation.
Current working knowledge of a range of teaching strategies to effectively meet the learning needs of children and young people with Special Educational Needs.
Knowledge and understanding of current assessment methods used with children and young people who have Special and Additional Educational needs in order to plan for learning and measure progress.
Knowledge and understanding of Safeguarding and Child Protection policy/practice.
Knowledge of approaches to promoting positive behaviour for learning.
Knowledge of Information Technology systems such as digital classroom tools/media and the use of tablets/mobile technologies.
Interview
Skills / Abilities
Effective teaching and classroom management skills to inspire and challenge pupils to raise achievement
Proven ability to provide a supportive, inclusive learning environment
Ability to use initiative, solve problems and be flexible
Ability to work collaboratively to promote positive relationships with pupils, colleagues, parents and the wider community
Ability to seek and avail of opportunities to increase his/her own professional competence as a teacher and Learning Support Coordinator
Ability to support, advise and build the capacity of teachers and classroom assistants in meeting the needs of pupils with SEN.
Ability to provide professional guidance and training to staff on inclusive practice.
Ability to lead, manage and motivate teams to improve outcomes for pupils with SEN.
Ability to provide strategic leadership for Special Educational Needs and inclusion throughout the school.
Ability to monitor the impact of interventions and targeted support programmes.
Interview
Values Orientation / Identification with School Ethos
Evidence of how your experience and approach to work reflect the School’s Values/ethos.
The Education Authority is an Equal Opportunities Employer

Primary - Teacher - Learning Support Coordinator (SENCO)

Primary - Teacher - Learning Support Coordinator (SENCO)

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