Main Duties and Responsibilities: SEND Provision, Progress, and Statutory Practice Year 6–7 Transition and Year 7 SEND Provision: Lead and coordinate transition arrangements for students with SEND moving from primary school into Year 7. Liaise with primary schools, parents/carers, and relevant professionals to ensure continuity of support. Plan enhanced transition opportunities and contribute to the school’s wider transition programme. Oversee SEND provision in Year 7, attending regular meetings with the Year 7 pastoral team and meeting with parents/carers to support successful transition. Student Progress & Outcomes: Work with the SENDCo to ensure students in KS3 with SEND make progress in line with their peers by monitoring and analysing attainment, behaviour, wellbeing, and attendance, working with pastoral staff and curriculum teams to identify and remove barriers to learning. SEND Provision Coordination: Work with Senior TA Year Coordinators in KS3, the student support department, and subject teachers to coordinate provision for students with EHCPs and those receiving SEND Support in KS3 ensuring appropriate resources and interventions are in place. Intervention Oversight: Ensure SEND interventions are effectively planned, implemented, monitored, and reviewed to meet student needs. Oversee the quality and impact of interventions and ensure accurate tracking of student progress, with a particular focus on KS3 Assess–Plan–Do–Review & Documentation: Ensure Additional Needs Plans (ANPs) and other documentation is accurate, up to date, and regularly reviewed in KS3. Ensure the Assess–Plan–Do–Review cycle is implemented consistently in line with the SEND Code of Practice. Attendance & Engagement: Promote attendance, participation, and student welfare, including supporting access to alternative provision and Teaching and Learning Provision where appropriate, with a particular focus on KS3. Empowerment Curriculum & Learning Support Hub Empowerment Curriculum Leadership: Lead the planning, development, and delivery of the Empowerment Curriculum for students who are not able to access the full curriculum. Design meaningful projects and personalised learning experiences that support emotional development, engagement, and reintegration into mainstream lessons. Ensure Empowerment Curriculum provision is structured, purposeful, and builds towards reintegration through the Assess–Plan–Do–Review cycle. Learning Support Hub: Oversee the day-to-day running of the Learning Support Hub, ensuring students accessing the space have clear support and reintegration plans, engage in meaningful activities, and are appropriately supervised by members of the Learning Support Department. Teaching Assistant Deployment, Quality Assurance, and Development Teaching Assistant Deployment: Work with the SENDCo to oversee the deployment of teaching assistants, ensuring support aligns with EHCP requirements and supports inclusive classroom practice. Quality Assurance & CPD: Work with the SENDCo to monitor the quality and effectiveness of teaching assistant practice and SEND interventions. Identify professional development needs, contribute to CPD planning and delivery, and provide guidance and feedback to ensure consistent, high-quality support. Performance Management: Line manage some members of the Learning Support Department supporting performance review processes and professional development. Partnership, and Leadership External Agency Collaboration: Liaise with external agencies and attend meetings to support improved outcomes for SEND students. Strategic Support: Assist the SENDCo with SEND strategic priorities and initiatives, monitoring impact and contributing to continuous improvement. Representation: Represent the SENDCo and the Academy at professional meetings when required. General duties Policy Adherence: Follow and uphold the Academy’s policies and procedures, including the reporting of student and Academy issues. Confidentiality & Professionalism: Handle all matters with confidentiality, tact, discretion, ensuring sensitivity in every situation. Positive Role Modelling: Demonstrate and promote the positive values, attitudes, and behaviors expected from both students and staff, fostering a respectful and inclusive environment. High Expectations & Respect for Diversity: Maintain high expectations of all students, respecting their diverse backgrounds and being committed to raising their educational achievement. Building Student Relationships: Establish and maintain positive, supportive relationships with students, treating them with consistency, respect, and consideration for their development as learners Collaboration & Support: Work collaboratively with colleagues, seeking guidance and support when necessary to enhance student learning and well-being. Inclusion & Diversity: Promote and support the inclusion of all students within the Academy, recognizing and addressing equal opportunities and diversity issues by challenging inappropriate behavior, bullying, or harassment, in accordance with Academy policies. Parental Liaison: Communicate effectively and sensitively with parents and carers, acknowledging their key role in the learning and development of students. Academy Representation: Positively promote the Academy both within and outside the workplace, including mindful use of personal social media, understanding the potential impact of its misuse. Professional Development: Continuously improve your practice, showing commitment to ongoing professional development and training. Curriculum Familiarity: Be knowledgeable about the Academy curriculum, age-related expectations, teaching methods, and assessment frameworks.