Longvernal Primary School are looking for a part-time, temporary SENCO to cover Maternity Leave. Hours – 19.5 Hours a week Salary – MPS & TRL - £32,196.00 – Actual Salary £19,749.60 pro rata Closing date – Friday 26th September 2025 Longvernal is committed to safeguarding and promoting the welfare of children and expects all staff and volunteers to share this commitment. Our safer recruiting policy requires an enhanced DBS check and full employment checks prior to taking up the post. Contract type: part-time, temporary to cover Maternity Leave. Start Date: 03.11.2025 Reporting to: Headteacher Responsible for: overseeing and monitoring provision for pupils with SEN throughout the school from Nursery to Year 6. Main purpose: The SENCO, under the direction of the Headteacher, will: Determine the strategic development of special educational needs (SEN) policy and provision in the school Be responsible for day-to-day operation of the SEN policy and co-ordination of specific provision to support individual pupils with SEN or a disability Provide professional guidance to colleagues, working closely with staff, parents/carers and other agencies Liaise effectively with multiple external professional agencies, including multiple local authorities. Duties and responsibilities: Strategic development of SEN policy and provision Have a strategic overview of provision for pupils with SEN or a disability across the school, monitoring and reviewing the quality of provision Contribute to school self-evaluation, particularly with respect to provision for pupils with SEN or a disability Ensure the SEN policy is put into practice, and that the objectives of this policy are reflected in the school improvement plan Maintain an up-to-date knowledge of national and local initiatives which may affect the school’s policy and practice Evaluate whether funding is being used effectively, and propose changes to make use of funding more effective Operation of the SEN policy and co-ordination of provision: Maintain an accurate SEND register and provision map Provide guidance to colleagues on teaching pupils with SEN or a disability, and advise on the graduated approach to SEN support Advise on the use of the school’s budget and other resources to meet pupils’ needs effectively, including staff deployment Be aware of the provision in the local offer Work with early years providers, other schools, educational psychologists, health and social care professionals, and other external agencies Be a key point of contact for external agencies, especially the local authority Analyse assessment data for pupils with SEN or a disability Implement intervention groups for pupils with SEN, and evaluate their effectiveness Develop positive professional relationships with parents/carers of pupils with SEND to establish an ethos of working together to the benefit of the child Support for pupils with SEN or a disability: Identify a pupil’s SEN Co-ordinate provision that meets the pupil’s needs, and monitor its effectiveness Secure relevant services for the pupil Ensure records are maintained and kept up to date Review the education, health and care plan with parents or carers and the pupil – co-ordinate the annual review meetings Communicate regularly with parents or carers and carry out TAC meetings Ensure that if the pupil transfers to another school, all relevant information is conveyed to it, and support a smooth transition for the pupil Promote the pupil’s inclusion in the school community and access to the curriculum, facilities and extra-curricular activities Work with the designated teacher for looked-after children, where a looked-after pupil has SEN or a disability In partnership with the Nursery, EYFS SEN Lead and feeder nurseries, secure transition funding for our Nursery children starting school Liaise with staff, parents and carers to support the HCRG Neurodevelopmental Pathway process Leadership and management: Work with the headteacher and governors to ensure the school meets its responsibilities under the Equality Act 2010 in terms of reasonable adjustments and access arrangements Prepare and review information the governing board is required to publish Contribute to the school improvement plan and whole-school policy Identify training needs for staff and how to meet these needs Lead INSET for staff Share procedural information, such as the school’s SEN policy Promote an ethos and culture that supports the school’s SEN policy and promotes good outcomes for pupils with SEN or a disability Lead and manage EYFS SEN LEAD Together with the Headteacher, lead and manage teaching assistants working with pupils with SEN or a disability Together with the Headteacher, review staff performance on an ongoing basis Meet with parents at Parents Evening or organised time to share a pupil’s support plan and agree parental role Work in partnership with the schools PSA on particular cases The SENCO will be required to safeguard and promote the welfare of children and young people, and follow school policies and the staff code of conduct. Please note that this is illustrative of the general nature and level of responsibility of the role. It is not a comprehensive list of all tasks that the SENCO will carry out. The postholder may be required to do other duties appropriate to the level of the role, as directed by the Headteacher. Person specification: Qualifications Qualified teacher status National Award for SEN Co-ordination Degree Experience Teaching experience Experience of working at a whole-school level Involvement in self-evaluation and development planning Experience of conducting training/leading INSET Experience of line managing staff Experience engaging with BANES & Somerset Council SEND departments Experience completing the HCRG Neurodevelopmental Pathway process (action plans, reviews & monitoring) Skills and knowledge Sound knowledge of the SEND Code of Practice Understanding of what makes ‘quality first’ teaching, and of effective intervention strategies Ability to plan and evaluate interventions Data analysis skills, and the ability to use data to inform provision planning Effective communication and interpersonal skills Ability to build effective working relationships Ability to influence and negotiate Good record-keeping skills Familiarity with BANES My Plan System / TES Edukey / Arbor would be preferable Personal qualities Commitment to getting the best outcomes for pupils and promoting the ethos and values of the school Commitment to equal opportunities and securing good outcomes for pupils with SEN or a disability Ability to work under pressure and prioritise effectively – meet tight deadlines Commitment to maintaining confidentiality at all times Commitment to safeguarding and equality Desire to be a full member of ‘The Longvernal Family’