Deputy Senco

Mulberry Academy St Leonards; St Leonards; On-site; GBP 42,000 - 52,000; Full time

Job summary

Mulberry Academy St Leonards is seeking an experienced SENCO to lead our SEND provision, coordinating assessments, EHCP processes, and inclusive practices across the school.

The ideal candidate will have QTS, strong SEND leadership, and a track record of supporting students with diverse needs, working with families and external professionals to raise outcomes.

Qualifications

• Qualified Teaching Status (QTS) or equivalent.
• Evidence of ongoing professional development in SEND and inclusive practice.
• Up-to-date knowledge of SEND legislation, statutory guidance, and the graduated approach.

Responsibilities

Skills

SEND knowledge

Staff collaboration

Strategic planning

Education

QTS or equivalent

NASENCO or equivalent

Job description

Knowledge, skills and experience

Educationand Training

Essential:

• Qualified Teacher Status (QTS) orequivalent.
• Evidence of ongoing professionaldevelopment in Special Educational Needs and Disabilities (SEND) andinclusive practice.
• Up-to-date knowledge and understanding ofSEND legislation, statutory guidance, and the graduated approach.

Desirable:

• National Award for Special EducationalNeeds Coordination (NASENCO) or equivalent SEND leadership qualification.
• Relevant qualification or training in SEND,inclusion, or a related area.
• Evidence of leadership or managementdevelopment.
• Training or experience in areas relevant tothe school's SEND provision, such as safeguarding, SEMH, autism, speechand language, or adaptive teaching.

Experience

Essential:

• Experience of working effectively withstudents with a wide range of Special Educational Needs and Disabilities.
• Experience of coordinating and deliveringhigh-quality SEND provision within a school or educational setting.
• Experience of monitoring student progress,identifying barriers to learning, and adapting provision accordingly.
• Experience of working collaboratively withteachers, support staff, families, and external professionals.
• Experience of supporting or coordinatingEHCP processes, annual reviews, and other SEND-related statutoryprocesses.
• Experience of providing advice, guidance,and practical support to colleagues in relation to SEND and inclusivepractice.
• Experience of managing competing prioritiesand responding effectively to complex or emerging student needs.
• Experience of contributing to thedevelopment, implementation, and evaluation of SEND provision.
• Experience of promoting inclusive practiceand supporting positive outcomes for students with SEND.

Desirable:

• Experience of leading or managing a SENDteam, provision, or area of inclusion.
• Experience of working within a SENCO orAssistant SENCO role, or undertaking significant SEND leadershipresponsibilities.
• Experience of using SEND data and qualityassurance processes to evaluate provision and identify areas forimprovement.
• Experience of working with a range ofexternal agencies and specialist professionals to coordinate support forstudents.
• Experience of supporting or leadingSEND-related training and professional development for staff.

PersonalQualities

Personal Qualities

• Passionate about improving outcomes andremoving barriers for students with SEND.
• Highly organised, proactive, and able tomanage competing priorities effectively.
• Calm, resilient, and solution-focused whenresponding to complex or challenging situations.
• Confident in making decisions and takingappropriate action within their area of responsibility.
• Approachable, empathetic, and able to buildpositive relationships with students, families, and colleagues.
• A strong communicator who can provideclear, constructive advice and guidance to others.
• Collaborative and committed to working aspart of a wider Inclusion and Senior Leadership Team.
• Able to balance high expectations with anurturing, individualised approach to supporting students.
• Reflective and open to feedback, with acommitment to continuous professional development and improvement.
• Able to maintain professionalism,confidentiality, and sound judgement when dealing with sensitiveinformation and complex situations.
• Flexible and adaptable, with the ability torespond positively to changing priorities and emerging needs.
• Committed to inclusive practice and todeveloping the capacity of all staff to support students with SEND.
• Positive, dependable, and willing to takeownership and responsibility for ensuring high-quality SEND provision.