St Paul’s Church of England Academy
Part of the Diocese of Chichester Academy Trust
Information for Applicants
Assistant Headteacher - Inclusion Manager/SENCo
Salary: L7 - 11
Required from September 2017
St Paul’s Church of England Academy
A part of the Diocese of Chichester Academy Trust
March 2017
Dear Applicant
Assistant Headteacher - Inclusion Manager/SENCo
Thank you for your interest in the position. I hope that you find the enclosed information useful and that
you are motivated to apply for this post at a very exciting time at our academy.
The Inclusion Manager/SENCo is a new post at the academy. The post holder will have overall
responsibility for the professional leadership and management of the Inclusion Department and the SEND
needs across the academy. The successful candidate will be a member of the Senior Leadership Team and
will be involved in the strategic direction of the academy and play a key role in academy improvement.
We have talented and highly motivated pupils and staff who are very proud of our academy. Our staff
team work tirelessly to ensure that teaching is the best it can be and everyone has a role to play in this.
We are supportive of each other and there is an open and friendly atmosphere within our staff team. We
believe it is crucial that new members of the team are welcomed and well supported.
Candidates should ideally have previous experience in a management role within SEND and have a good
understanding of inclusive practice. You will be able to demonstrate a proven track record of strong
teaching and learning leading to positive outcomes for those pupils who are the most vulnerable to
underachieving, as well as a secure understanding of the SEND Code of Practice.
St Paul’s made the decision to convert to academy status in August 2016 and became part of the Diocese
of Chichester Academy Trust. We are:
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An inclusive Church of England Academy with the benefits of being part of the progressive
Diocese of Chichester Academy Trust that currently has 3 academies in the Hastings Hub who are
developing strong working relationships and sharing good practice and resources
A thriving and vibrant, oversubscribed primary academy
Committed to a strong Christian ethos, delivered in a way that every member of our community
can feel a part of
Recognised by Ofsted as ‘good’ with ‘outstanding’ elements and ‘good’ for our Christian
distinctiveness as a Church School.
Understandably this letter and our website, www.stpaulsceacademy.org, only gives a flavour of life at our
exciting academy. We therefore encourage visits for prospective candidates to see us in action. We do
understand however that visits are not always possible or practical and you would not be at a disadvantage
if you are unable to visit the academy.
The post holder will work closely with a confident and motivated team of staff with a wide range of skills
and experience who lead on SEND and Inclusion within our recently built Inclusion Department including a
fully equipped nurture classroom.
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We can offer you:
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Excellent career development opportunities including
funding the National Award for Special Educational
Needs Co-ordination
A full time assistant
A large team of committed support specialists
A suite of well-resourced and dedicated teaching rooms
An environment where SEND is a priority
Children who love coming to school and are keen to learn
A friendly, supportive and caring staff team
A geographical location situated in the heart of 1066
country with good links to London and Brighton. St
Leonards-on-sea is joined by a level promenade to
Hastings which is a cosmopolitan seaside town with a
Country Park, a preserved Old Town and a strong local
arts and music community
Did you know that buying a house in East Sussex can be
cheaper than in many other counties in the UK? Average
house prices in St Leonards-on-Sea are around £209,322
which is much lower than the South East average of
£313,315. The average price for a detached house in St
Leonards-on-Sea is £326,400 while the average price for
a flat is £140,848.
Completed application forms and letters of application should be sent directly to our HR Manager:
[email protected] to arrive no later than 9.00am on 11th April 2017.
Please use the application form, accompanied by a letter of application, which must be no more than two
sides of A4. We are unable to consider CVs in place of application forms unless you are a person with a
disability and a CV is the most convenient method of applying. In your letter of application you should
clearly address the relevant sections of the Person Specification for this post. We are committed to
safeguarding and promoting the welfare of children and young people, successful applicants will need to
undertake a DBS enhanced clearance for DCAT.
I am conscious of the time and effort it takes to submit an application and am grateful for your interest.
Shortlisted candidates will hear from us shortly after the closing date.
St Paul’s is a thriving academy with a bright future and a vibrant and professional atmosphere within
which to work. I am keen that we appoint the right candidate to join what is, I believe, one of the best
staff teams in any school. If I can be of any assistance or provide any further information, please do not
hesitate to contact me.
Yours faithfully
Richard White
Headteacher
Headteacher: Richard White B Ed (Hons)
Assistant Headteachers: Kiniari BA (Hons) PGCE and Tom Glenn BA (Hons) PGCE
Acting Nursery Manager: Sophie March
Horntye Road, St Leonards on Sea, East Sussex, TN37 6RT
Telephone: 01424 424530 Fax: 01424 717350
Email: [email protected] Website: www.stpaulsceacademy.org
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Job Description
Key responsibility:
Assistant Headteacher - Inclusion Manager/SENCo
Responsible to:
Headteacher
Contract:
Permanent
Grade:
Leadership Pay Range 7-11
Key Tasks:
 To work closely with the Headteacher, SLT and colleagues in the strategic development of the
schools Special Educational Needs and Disability (SEND) and Inclusion policy
 Overseeing the day-to-day operation of those policies with the aim of raising SEND and other
groups of vulnerable pupils’ (e.g. Pupil Premium, FSM, CLA, EAL) achievement to be inline or
above national comparison data
 To have a critical impact on academy improvement by modelling effective teaching, to coach
and train colleagues in different ways of overcoming barriers to learning and sustaining
effective teaching through the analysis and assessment of pupils’ needs
 To ensure all aspects of paperwork are kept up-to-date and actioned, as appropriate
 Line management and the deployment of Nurture staff and Inclusion support staff who support
vulnerable pupils and pupils with SEND
Strategic Direction and Academy Development:
 To be an exemplar in all aspects of the role, working closely with the Headteacher and other
Assistant Headteachers to lead and manage the academy
 To be part of the SLT and share responsibility with the team in the day to day running of the
academy
 To contribute to the Academy Development Plan and SEF in consultation with the Headteacher
and Governing Body, particularly relating to developing the SEND provision and Inclusive
practice/progress across the academy
 To monitor and evaluate the academy’s policies and practices in conjunction with the
Headteacher and other staff with specific responsibility for the SEND and Inclusion
policy/provision
 To positively support and develop the church academy ethos
 To have a regular consultation with the Headteacher to ensure efficient and effective
maintenance of academy routines
 To deputise alongside other Assistant Headteachers for the Headteacher in their absence
keeping them fully informed of any actions/decisions
 To attend leadership team meetings in addition to other calendared meetings
 To support all staff in understanding the needs of SEND and other vulnerable pupils
 Monitor progress of objectives and targets for pupils with SEND and other vulnerable groups
as appropriate from teachers’ plans, evaluate the effectiveness of teaching and learning by
work analysis and use these to guide future improvements
 Analyse and interpret relevant academy, local and national data and advise the Headteacher on
the level of resources required to maximise achievement
 Liaise with staff, parents, external agencies and other schools to coordinate their
contribution, provide maximum support and ensure continuity of provision
 Work closely with the Nurture Teacher to maintain School Based Plans
 Ensure any required student healthcare plans are in place and current
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Teaching and Learning:
 To support SEND teaching with advice for planning and assessment
 Support the identification of and disseminate the most effective teaching approaches for
pupils with SEND or other vulnerable pupils who are at risk of underachieving
 Support teachers in the implementation and review of individual plans and provision maps and
planning to meet the needs of all groups vulnerable to underachievement
 Overlooking provision mapping in the classroom and ensuring that interventions are being
delivered and assessing their effectiveness
 Work with Headteacher and staff to develop effective ways of removing barriers to learning
through:
o Assessment of needs
o Monitoring of teaching quality and pupil achievement
o Target setting using teachers Provision Maps and Additional Needs Plans
o Developing a recording system
 Collect and interpret specialist assessment data to inform practice
 Ensure access arrangements have been made for end of Keystage assessments
 Undertake day-to-day coordination of SEND pupils’ provisions through close liaison with staff,
parents and external agencies
 Work with Headteacher, teachers, phase leaders and inclusion staff to ensure all pupils
learning is of equal importance and that there are realistic expectations of pupils
 Consider the range of teaching strategies/equipment that could be utilised for pupils at SEN
support
 Prepare an annual Action Plan to meet the overall needs of pupils with SEND and needs of
other vulnerable pupils
 To demonstrate through own practice, outstanding teaching and learning and model good
practice through designated teaching responsibilities
 To contribute to the monitoring and evaluation of teaching standards and learning through
lesson observations, planning and work scrutiny
 To identify and support staff who need to develop their practice
 To have an overview of the monitoring of planning and ensure any new initiatives are
implemented
 To help develop, implement and monitor AfL and Teaching and Learning policies to ensure
consistency of practice and quality of teaching is at least good
 Raise standards of achievement across the academy
 To establish a monitoring timetable for the year with the SLT in line with identified academy
needs and monitor impact of actions taken
Leading and Managing Staff and Resources
 Supporting the Headteacher in the appointment, deployment and development of staff to make
the most effective use of their skills, expertise and experience where appropriate
 Support the Headteacher in developing and maintaining high morale and confidence amongst all
staff and to set an example of high professional standards and leadership
 Working alongside the Headteacher and SLT in developing, supporting and evaluating the work
of Phase Leaders and Class Teachers, particularly to secure good teaching for SEND pupils and
other vulnerable pupils, through both written guidance and meetings
 Direct, support and monitor the work of the Nurture and Inclusion Support Staff to ensure
high standards of teaching and learning across the academy
 To identify and prioritise the Continuous Professional Development for staff and to liaise with
the Headteacher to put in place appropriate and effective training and shared good practice.
 To manage the Inclusion budget
 Maintain and develop resources, coordinate their deployment and monitor their effectiveness
in meeting the objectives of academy and SEND policies
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Safeguarding:
 To act as the Designated Safeguarding Lead with lead responsibility for child protection and
safeguarding
 To work closely with the Designated Safeguarding Officers within the academy
 To manage Child Protection referrals
 To monitor Child Protection filing
 To attend multi-agency meetings as required
 To facilitate the collation of all data and reports for Child Protection meetings
 To undertake regular training and disseminate appropriate information to staff
 To raise awareness of Child Protection procedures and training throughout the academy
 To ensure that the Child Protection and Safeguarding Policies are adhered to and current
 To provide reports to Safeguarding Link Governor and Headteacher as required
Other Professional Requirements:
 Coordinate all Annual reviews and attend/chair when necessary
 Attend Year 6 Annual reviews for primary pupils with statements to help facilitate continuity
and progression through the development of a transition programme
Accountability:
 Provide information, objective advice and support to the governing body when required to
enable it to meet its responsibilities
 Present a clear and accurate account of vulnerable pupils and pupils with SEND for a range of
audiences including Headteacher, SLT, governors, parents, DCAT, the LA, Ofsted and others
as appropriate
Whilst every effort has been made to explain the main duties and responsibilities of the
post, each individual task undertaken may not be identified. Employees will be expected to
comply with any reasonable request from a manager to undertake work of a similar level that is
not specified in this job description.
This post is subject to the current conditions of employment for Class Teachers contained in the
School Teachers' Pay and Conditions Document (STPCD), the 1998 School Standards and
Framework Act, the required standards for Qualified Teacher Status and Class Tea chers and
other current legislation.
This job description should be read in conjunction with Annex 1 – Teachers’ Standards (England)
contained within the STPCD.
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Assistant Headteacher
Person Specification
Criteria
Education &
Qualifications
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Qualified Teacher status
Degree/PGCE
National Award for Special Educational Needs Co-ordination
Evidence of recent relevant professional development
Willingness to undertake the National Award for Special
Educational Needs Co-ordination
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Minimum of five years recent successful experience in a
Primary School
Knowledge of the SEND Code of Practice
Knowledge of how the curriculum adapted for SEND
Experience in leading one or more curriculum areas, including
identifying needs, planning, monitoring and evaluation of
standards.
Proven ability in leading staff teams / curriculum
development and measuring progress
Experience of / involvement in whole-academy selfevaluation and ADP processes
Experience of policy development and review
Experience as a Senior Leadership team member
Experience of management and leadership of a team of
teachers and support staff:
coaching/mentoring/performance management
Knowledge of relevant legislation (SEND Code of Practice,
equal opportunities, disability discrimination) and how they
apply to pupils with statements as well as those without
Evidence of providing excellent provision for all pupils and
achieving high standards of progress for pupils with a range
of ability, including children with SEND and vulnerable and
more-able pupils.
Knowledge of the range and type of interventions available
and be able to apply these appropriately in the context of
the Academy’s resources and the individual child.
Knowledge of current educational issues and their
relationship to the inclusion behaviour support and education
welfare services.
Understanding of the EYFS and Nursery
Involvement in staff recruitment and selection
Experience of timetabling
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Excellent teacher
Ability to work cooperatively as a leader and member of a
team
Proven ability to implement strategies for raising pupil
achievement including monitoring and evaluation of the work
of others
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Knowledge &
Experience
Essential
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Professional Skills
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Desirable
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Professional
Ethos and
Commitment
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Personal Qualities
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Excellent people skills – motivating, nurturing and challenging
children and adults to achieve their best
Knowledge of data management – ability to use assessment
data to report on pupils’ performance to the SLT and
governors
Excellent ICT skills for teaching, learning and management
Confidence, clarity and decisiveness in making and carrying
out decisions
Experience in working with other partners – Secondary /
pre-academy / extended services / ITT provider
Experience/training in Safeguarding procedures including
Child Protection, risk assessment, safer recruitment etc.
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High expectations for self and others and a strong
commitment to raising achievements
Commitment to promote partnerships with parents/carers
and the wider Community
High expectations of pupil behaviour and strategies to meet
the personalised learning and emotional needs of every child
Commitment to equal opportunities within the whole academy
development plan
Evidence of commitment to personal continuing professional
development
Willingness to be involved in extra-curricular activities
Awareness and willingness to be involved in partnerships that
support the academy
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Approachable with excellent interpersonal and
communication skills to a wide audience
A commitment to inclusive education and willingness to
respond to the needs of individual learners with sensitivity
An ambitious and diligent professional who can motivate and
inspire others including pupils, teachers, parents and
governors.
Commitment to safeguarding and promoting the welfare of
children.
Ability to promote and develop positive relationships within
and beyond the academy
Ability to analyse, prioritise and meet deadlines
Resilient. Having the ability to remain positive with a
cheerful disposition and retain your sense of humour!
Proven track record of achieving targets - tenaciously
ensuring projects are seen through to completion
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