Permanent position paying £30 - 35,000
This school currently has a fantastic opportunity for a SENCO at Meldreth (South Cambridgeshire / North Hertfordshire border) This is a Special Day School and Children’s Care Home. It is a truly unique and inspiring provision providing education, care and integrated therapeutic support for children and young people age 9-19 years with severe and profound communication difficulties associated with conditions such as cerebral palsy, autism, brain injury and degenerative disorders. This therapeutic offer includes Hydrotherapy, Rebound therapy, Intensive Interaction, Music therapy and more.
You will be part of the dynamic leadership team, and will make a significant contribution to the rapid rate of improvement.
The SENCO will take lead responsibility to ensure all pupils are appropriately supported to achieve in line with their targets and full potentials. The post holder will have responsibility for ensuring that EHCPs are reviewed and updated appropriately and PEPs with supporting documents are completed in full, attend CIN, LAC, TAYP, BSP and transition planning meetings.
The SENCO will take a lead role in the day to day operational management of the school to ensure a purposeful and safe environment. You will be required liaise closely with care managers.
The SENCO will be expected to model best practice when working with all our individual pupils and be able to provide outcomes at a consistently high standard.
Successful candidates are likely to demonstrate:
SENCO qualification and experience of at least 3yrs; ideally in a special school setting
Evidence of recent continuous professional development relevant to the post
A passion and commitment to securing the very best inclusive provision for all students with a wide range of highly complex needs
Creativity and innovation to meet the needs of unique young people
High standard of teaching a range of ages from Year 3 to Post 16 (ideally in Special Schools setting)
Have working knowledge of total communication methods including the use of AAC, Makaton etc.
Understand of the expectations and ethos of inclusive practice.
Have working knowledge of the SEND Code of Practice and the Equality Act 2010
An understanding of a range of teaching, learning assessment and positive behaviour support strategies to make a positive impact on the progress of pupils who have a range of barriers to learning and complex needs
You will need an enhanced DBS for this position.
Due to the large volume of response we receive you will only be contacted if your skills and experience match what our client is looking for.
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