Special Educational Needs Coordinator (SENCO) at Rugby School Nigeria

JOB PURPOSE

• The post holder is required to lead the Learning Support provision throughout the School and to make a full contribution to the pastoral and co-curricular life of the School. The post holder will act as the school’s named SENCO, holding statutory responsibilities under the SEND Code of Practice.

KEY RESPONSIBILITIES/ACCOUNTABILITIES:

• The following duties shall be deemed to be included in the professional duties which the SENCO may be required to perform:

Strategic Leadership & SEND Management

• Lead the development, implementation and annual review of the school’s SEND Policy in line with the SEND Code of Practice and relevant legislation.
• Maintain the school’s SEND register and oversee accurate, up-to-date records for all pupils with identified needs, including EHCPs and Learning Support Plans.
• Work with the Senior Leadership Team to embed inclusive practice across the school and promote a whole-school approach to SEND.
• Contribute to the school development plan and report regularly to the SLT on SEND provision and outcomes.
• Oversee the graduated approach for all pupils on the SEND register, ensuring timely and accurate cycle of review.
• Manage, support and develop Learning Support Assistants and any specialist intervention staff within the department.
• Build positive relationships with parents and guardians, acting as the primary point of contact for all SEND matters.
• Facilitate Annual Reviews and pupil support meetings, ensuring families are active participants in the planning process.
• Provide advice, guidance and professional development to all teaching and support staff on differentiation, adaptive teaching strategies and reasonable adjustments.
• Deliver targeted intervention sessions to individuals and small groups as required, and where appropriate maintain a timetabled teaching commitment.
• To support academic enrichment and wider inclusive initiatives outside timetabled lessons.

Appraisal and Professional Development

• Participate in arrangements made for teacher appraisal and professional development.
• Review and develop the SENCO’s own practice, keeping abreast of developments in SEND legislation, research and best practice.
• Develop and maintain a deliberate, evidence-informed approach to inclusive pedagogy and SEND intervention.
• Undertake such training as may be reasonably required by the School to adapt to the changing requirements of the School or as may be necessary to fulfil the School’s statutory or regulatory obligations.
• To undertake mandated job related training as required and instructed by the School.

Pupil Assessment & Monitoring

• Make accurate and productive use of specialist assessment tools to identify needs, inform support plans and provide written reports and recommendations for individual pupils.
• Use relevant data to monitor pupil progress, set targets and evaluate the effectiveness of SEND interventions.
• Ensure pupils with SEND receive regular, meaningful feedback on their progress in a format appropriate to their needs.

Additional professional responsibilities

• Fulfil wider professional responsibilities by making a positive contribution to the wider life and ethos of the School.
• Contribute to the provision of activities to support the co-curricular programme of the School.
• Act as a personal tutor to students assigned in a Day/Boarding House.
• Accompany students on trips away from the School.
• Attend assemblies and chapel services as necessary, register students and supervise students outside the classroom, whether these duties are to be performed before, during or after School sessions.

Child protection, discipline, health and safety

• Safeguard and promote the welfare of all the children and young people at Rugby School Nigeria, with particular awareness of the additional vulnerabilities that may affect pupils with SEND.
• Maintain good order and discipline among the students and safeguard their health and safety both when they are on the School premises and when they are engaged in authorised School activities elsewhere.
• Ensure all staff act in accordance with Rugby School Nigeria’s policies and procedures, including those relating to SEND, safeguarding and confidentiality.

Public examinations

• Lead on access arrangement applications and ensure appropriate provision is in place for all eligible pupils during public and internal examinations and assessments.

Co-curricular

• Rugby is a seven days a week boarding school. All staff are expected to tutor and to contribute to the co-curricular programme.

Equality and Diversity

• Acting in accordance with Rugby School’s equality and diversity policy, maintaining a fair and consistent manner in all actions.

Flexibility

• Undertake such other reasonable duties from time to time as the School may reasonably require.

PERSON SPECIFICATION

Qualifications

• Qualified Teacher Status (QTS) with a good honours degree.
• National Award for SEN Coordination (NASENCO) or equivalent postgraduate qualification, or commitment to completing this within three years of appointment. A Masters or CPT3A is also desirable.

Experience

• Demonstrable experience identifying, assessing and supporting pupils with a range of SEND needs. Experience of writing and reviewing EHCPs, conducting statutory assessments and coordinating access arrangements. Previous SENCO or Assistant SENCO experience in a school setting is desirable.

Skills

• Ability to organise own workload, manage the SEND register and prioritise competing demands effectively.
• Ability to work on own initiative and as part of a collaborative leadership team.
• Ability to communicate sensitively and effectively with pupils, families, staff and external professionals.
• Excellent interpersonal, written and oral skills.
• Ability to maintain appropriate constructive relationships when dealing with students.
• Knowledge of specialist assessment tools (e.g. WRAT, WASI, Lucid Rapid) and assistive technology. Experience managing and developing a team of LSAs or support staff.

Knowledge

• Thorough knowledge of the SEND Code of Practice (2015), Equality Act 2010 and relevant DfE guidance.
• Current knowledge of evidence-based SEND interventions, neurodiversity-affirming approaches and inclusive teaching practice.

Personal Competencies & Qualities

• Committed to safeguarding children.
• Determined and driven.
• Motivation to work with children and young people.
• Ability to form and maintain appropriate relationships and professional boundaries with children, young people and staff.
• Creative and imaginative.
• Committed to on-going CPD.
• Determined to grow and develop as an individual.
• Willingness to embrace an inclusive, coaching and growth-oriented philosophy in all aspects of school life.