Sendco

PURPOSE: To play a major role under the auspices of the
Trustees and under the overall direction of the
Principal.
RESPONSIBLE TO: Principal
WORKING TIME: Full time

Summary of Responsibilities

Job Purpose:
SENDCO (Special Educational Disability Needs Co-ordinator)

• To lead, develop and oversee the implementation of the school’s SEN strategy and policy.

• To undertake a designated programme of teaching for students with special needs.

• To assess children who have long or short-term learning difficulties and work with colleagues to

identify individual students’ special needs.

• To liaise with other professionals such as speech and language therapists, physiotherapists and

educational psychologists.

• To maintain appropriate records and to keep these secure.

• To assess, record and report on the progress, development and attainment of students.

• To ensure the effective/efficient deployment of classroom support in the classroom.

• To maintain a high level of knowledge and awareness of the changes and developments in the

fields of SEND education.

• To arrange and deliver relevant training for staff as and when needs are identified.
  

MAIN DUTIES

SENCO
To work with the staff of SMMIS

• To carry out assessments of pupils with SEND to identify needs and monitor progress - including

observations in the classroom and meeting with teachers and parents.

• To work with classroom teachers, the school leadership team, parents and relevant external

agencies to develop, implement and monitor individual support/learning plans.

• To provide regular updates on pupil progress through written reports and meetings with parents.
• To make referrals and liaise with professionals outside of the school - this could include

psychologists, health and social care providers, speech and language therapists and occupational
therapists.

• To provide advice, guidance and training to classroom teachers on supporting pupils with SEND.
• To support teachers to develop schemes of work and learning programmes for pupils with SEND.
• To support teachers to develop and implement effective teaching and behaviour management

interventions.

• To manage SEN teachers, teaching assistants and support staff to improve pupil progress and

attainment.

• To keep up to date with national and local policies related to SEND and cascade information to

colleagues.

• To support and advise the parents of pupils on the SEND Register.
• To contribute to the safeguarding and promotion of the welfare and personal care of children and

Other Specific Duties:

• To undertake any other duties as specified by the Principal.

• To take responsibility for personal professional development.

Person Specification – SENDCO

Person Specification
A. Qualifications and Experience

• Teaching qualification.

• Post-graduate Diploma in Special Education and Counselling or equivalent.

• Safeguarding (Child Protection) Training.

• At least 5 years’ post qualification experience.

• Experience of working in the International School system in Singapore would be an advantage.

B. Knowledge, Understanding, Skills and Abilities

• A clear and proven commitment to the ethos and values contained in the SMMIS ethos

statements and capacity to develop and promote this within the school.

• A strong commitment to raising educational attainment for children and young people with

SEND, including working with pupils directly and supporting other staff to do so.

• A willingness and ability to develop specialist knowledge and keep up to date with local and

international policy and developments.

• Interpersonal skills – for building relationships with parents, teachers, and external professionals.

• Written communication skills – for writing learning and support plans, reports on pupil progress,

and training and guidance for staff.

• Organisation and time-management skills – needed for prioritising and balancing a busy and

varied workload.

• Empathy and emotional intelligence – in order to recognise and be sensitive to the needs of

pupils and parents.

• Analytical and problem-solving skills – necessary for analysing school, local and international data

and developing appropriate strategies and interventions.

• An understanding of the developmental, emotional, social and educational issues of children and

young people.

• A sound understanding of how students learn, how teachers can best teach and how to achieve

high standards.

• The ability to lead by example and inspire others to try new ideas and techniques.

• Ability to demonstrate a commitment to safeguarding, pastoral care and the promotion of high

standards of positive behaviour.

• High levels of communication skills both oral, written and in ICT
  

C. Leadership/Personal Qualities

• A team player respected by others.

• Ability to act quickly and sensitively under pressure, to keep calm in difficult situations, deal with

stress and absorb pressure.

• Ability to manage own workload appropriately, with the enthusiasm, stamina and passion to

enthuse and motivate others with regard to the marketing of the school.

• Influencing and negotiation skills – to influence school strategy and policy, secure sufficient

internal resources, and secure the necessary support from external agencies.

• Leadership skills – to inspire and motivate other teachers, model good practice, and develop a

whole school commitment to supporting pupils with SEN.

• Open and constructive, accepting of feedback and always willing to learn.

• Excellent interpersonal skills, a sense of humour and a willingness to make him/herself

approachable to all members of the school and the wider community; a ‘can do’ positive approach.

• The ability to prioritise, evaluate and manage financial and human resources.