Assistant Principal - SENCO (Special Educational Needs Coordinator)

Arco; Greater London; On-site; GBP 50,000 - 70,000; Full time

Job summary

A registered independent alternative school in London is seeking an Assistant Principal who also acts as the Special Educational Needs Coordinator (SENCO). The role involves strategic leadership in special educational needs, ensuring inclusive practices are in place and overseeing day-to-day operations of SEND provisions. Ideal candidates will have Qualified Teacher Status, experience in leading SEND programs, and a commitment to high-quality education. This position is key in supporting both students and staff within a dynamic educational environment.

Qualifications

• Experience leading SEND provision in a school setting.
• Experience teaching at the secondary and GCSE level.
• Experience conducting training/leading INSET.

Responsibilities

• Determine the strategic development of SEN policy and provision.
• Provide professional guidance to colleagues and parents.
• Ensure the SEN policy is implemented and reflected in the School Improvement Plan.

Skills

Knowledge of the SEND Code of Practice

Effective communication and interpersonal skills

Data analysis skills

Ability to plan and evaluate interventions

Education

Qualified Teacher Status

Degree qualification

National Award for SEN Co-ordination

Job description

Applicants must have the right to work in the UK. Unfortunately, we are unable to offer visa sponsorship for this role. Applications are welcome from candidates who are available to start in the Spring or Summer term. The school reserves the right to close this advert early if a suitable candidate is identified.

About Arco Academy

Arco Academy is a registered independent alternative school with sports as a specialism. In the heart of Camberwell, London, Arco Academy educates students referred by mainstream schools and the Local Authority. We emphasise pastoral care and take a holistic approach towards education. We are committed to high‑quality education and promoting our vision to unleash the potential in all our students by providing a creative and tailor‑made curriculum.

Every student is given the opportunity to learn, achieve, and succeed to their highest potential. Consequently, we work diligently towards meeting the learning needs of our students. This includes encouraging sports participation, developing essential life skills, and nurturing positive relationships within the school and the wider community. All staff members play a significant role in the lives of our students. We take a proactive approach to staff development and well‑being, investing in CPD, internal support, and wellbeing initiatives. We celebrate the diversity and individuality of all students, staff, and partners.

Role Overview

The Assistant Principal, who also serves as the Special Educational Needs Coordinator (SENCO), is a member of the senior leadership team and is responsible for strategic leadership and operational oversight of the SEND provision. The role champions inclusive practice and ensures equitable access to education for all students, contributing to whole‑school leadership, improvement, staff development, and safeguarding.

Main Purpose

• Determine the strategic development of SEN policy and provision in the school.
• Be responsible for day‑to‑day operation of the SEN policy and coordination of specific provisions to support individual pupils with SEN or a disability.
• Provide professional guidance to colleagues, working closely with staff, parents, and other agencies.

Duties and Responsibilities

• Strategic development of SEN policy and provision.
• Strategic overview of provision for students with SEN or a disability, monitoring and reviewing quality.
• Contribute to the school self‑evaluation, especially concerning SEN provision.
• Ensure the SEN policy is implemented and reflected in the School Improvement Plan.
• Maintain up‑to‑date knowledge of national and local initiatives affecting the school.
• Evaluate funding use and suggest improvements.
• Sustain high‑quality teaching and learning, with subject expertise and formative assessment.
• Implement valid approaches to assess student knowledge and understanding.
• Demonstrate expertise in curriculum design, sequencing, and implementation.
• Lead and support high‑quality curriculum planning that is inclusive, differentiated, and responsive.
• Ground teaching approaches in evidence‑informed practice.
• Model and promote high‑impact teaching strategies such as scaffolding and explicit instruction.
• Oversee personalised and bespoke curricula aligned with EHCP outcomes and IEPs.
• Use formative and summative assessment to inform curriculum adjustments.
• Support staff in developing subject and curriculum knowledge for SEND.
• Monitor and evaluate the impact of curriculum and teaching strategies on pupil progress, engagement, and outcomes.
• Maintain an accurate SEND register and provision map.
• Guide colleagues on teaching pupils with SEN or a disability.
• Advise on budget and resource use for pupils’ needs.
• Communicate with early years providers, schools, psychologists, health, and social care professionals.
• Serve as key contact for external agencies, especially the local authority.
• Analyse assessment data for pupils with SEN or a disability.
• Lead intervention groups for pupils with SEN and evaluate effectiveness.
• Identify a student's SEN, coordinate provision, secure services, and maintain records.
• Review EHCP with parents/carers and the pupil and communicate regularly.
• Ensure smooth transition when a pupil transfers to another school.
• Promote pupil inclusion in the school community and access to curriculum, facilities, and extra‑curricular activities.
• Work with designated teacher for looked‑after children where relevant.
• Work with principal and governors on Equality Act 2010 responsibilities and access arrangements.
• Prepare and review information required for the governing board.
• Contribute to the School Improvement Plan and whole‑school policy.
• Identify staff training needs and deliver INSET.
• Lead INSET and share procedural information.
• Promote an ethos that supports the SEN policy and good outcomes for pupils.
• Liaise with the Designated Safeguarding Lead on safeguarding matters.
• Remain alert to safeguarding challenges for pupils with SEN.
• Support the Principal in strategic leadership and day‑to‑day management of the academy.
• Contribute to school self‑evaluation and the delivery of the School Improvement Plan.
• Lead on whole‑school priorities (behaviour, attendance, pastoral care, curriculum quality, safeguarding).
• Monitor and support quality of teaching, learning, and assessment.
• Promote high expectations, inclusion, and positive behaviour.
• Support pastoral systems that promote well‑being, engagement, and attendance.
• Line manage staff and support performance management, coaching, and development.
• Support planning and delivery of CPD and INSET.
• Act as a senior leader in safeguarding, supporting the DSL, and maintaining a strong safeguarding culture.
• Work effectively with parents/carers, local authorities, and external agencies.
• Model professional standards, uphold academy policies, and promote equality, inclusion, and safeguarding.

Candidate Requirements

Qualifications and Relevant Experience

• Qualified Teacher Status and a degree qualification.
• National Award for SEN Co‑ordination, or willingness to complete it within three years of appointment.
• Experience leading SEND provision in a school setting.
• Experience teaching at the secondary and GCSE level.
• Experience conducting training/leading INSET.
• Knowledge of the national curriculum and assessment requirements.

Skills and Knowledge

• Sound knowledge of the SEND Code of Practice.
• Understanding of quality‑first teaching and effective intervention strategies.
• Ability to plan and evaluate interventions.
• Data analysis skills to inform provision planning.
• Effective communication and interpersonal skills.
• Good record‑keeping skills.

Personal Profile

• 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.
• Commitment to maintaining confidentiality at all times.
• Commitment to safeguarding and equality.

All positions are subject to an enhanced DBS and other necessary checks. For further information regarding Arco Academy policies, visit https://www.arco.academy/Policies/.

Please ensure you have read the Safeguarding (Child Protection) Policy and Safer Recruitment Policy.