Job Title: Assistant Headteacher – Inclusion (SENCO)

Reporting To: Headteacher 

Leadership Scale:             L12 -L16 £67,898.00 - £75,049.00

Core Purpose 

The Assistant Headteacher for Inclusion (SENCO) will provide strategic leadership across the school to ensure that all students, particularly those with SEND, additional needs or vulnerabilities, are able to access a high-quality education and flourish both academically and personally.

The postholder will fulfil the statutory duties of the SENCO in line with the SEND Code of Practice, while leading a whole-school approach to inclusion, ensuring that inclusive practice is embedded in every classroom and that high-quality teaching meets the needs of all learners.

As a member of the Senior Leadership Team, the Assistant Headteacher will contribute to the overall leadership and improvement of the school, ensuring that inclusion is central to curriculum, teaching, behaviour and outcomes.

Inclusion at Greyfriars  

At Greyfriars Catholic School, we believe that every child is created with dignity and purpose, and that education should enable each student to flourish individually and collectively. Our commitment to inclusion is therefore central to our mission. We believe that students with special educational needs and disabilities, medical needs and those learning English as an additional language should experience the same ambition, opportunity and belonging as every other member of our community.

Our approach to inclusion begins with excellent teaching in every classroom, supported by thoughtful provision and strong relationships with families and external partners. We are committed to developing a culture where staff feel confident and equipped to meet a diverse range of needs, where students feel understood and supported, and where barriers to learning are identified and addressed with care and determination.

The AHT Inclusion SENCO plays a vital role in leading this work. Through strategic leadership, professional expertise and a deep commitment to the well-being of young people, the successful candidate  will ensure that inclusive practice is embedded across the school and that every student is able to participate fully in the life of the community.

Core Strategic Responsibilities

The AHT for Inclusion will champion a culture in which inclusive practice is understood as the responsibility of all staff and where high-quality teaching is the primary driver of progress for students with SEND.

In addition to the responsibility of class teacher as set out in the relevant job description and the School Teachers Pay and Conditions Document, the AHT Inclusion will also undertake the following duties and responsibilities.

Whole-School Inclusion Leadership:

• Lead the development and implementation of a whole-school inclusion strategy aligned with the school’s mission and improvement priorities.

• Ensure that inclusion is understood as a whole-school responsibility, rooted in high-quality teaching.

• Work with senior leaders to ensure inclusion is embedded across:

• teaching and learning

• behaviour and culture

• attendance

• safeguarding

• Champion a culture where all students are known, supported and challenged to succeed.

SENCO Responsibilities (Statutory):

• Fulfil all statutory duties of the SENCO in line with the SEND Code of Practice.

• Lead the strategic development of provision for students with:

• SEND

• medical needs

• EAL

• Ensure the consistent use of the graduated approach (Assess–Plan–Do–Review).

• Oversee the quality and impact of SEND provision across the school.

• Act as a key advocate for students with SEND and their families.

Teaching and Learning (Inclusion Focus):

• Promote and secure high-quality, adaptive teaching as the primary driver of progress for students with additional needs.

• Lead professional development on:

• SEND

• EAL

• inclusive classroom practice

• Work with Curriculum Leaders to ensure that the curriculum is:

• ambitious

• well-sequenced

• accessible to all learners

• Ensure that inclusive practice is embedded in every classroom, every lesson.

Leadership of the Learning Support Team:

• Line manage and develop the Learning Support Team, including:

• Deputy SENCO

• Teacher of SEND

• Teaching Assistants

• Ensure staff are:

• well-trained

• deployed strategically

• focused on promoting independence

• Monitor and evaluate the impact of support and interventions.

Data, Monitoring and Accountability:

• To maintain accurate, detailed records of students with SEND, medical needs and EAL including records of all meetings and ensure that the relevant people are informed.

• Monitor the progress of students with SEND and make adjustments to their support plans as needed

• Use data to identify trends, gaps and priorities for:

• SEND

• disadvantaged students

• vulnerable groups

• Monitor student progress and evaluate the effectiveness of provision.

• Ensure robust systems for:

• EHCP processes

• record keeping

• statutory compliance

• Contribute to school self-evaluation and improvement planning.

Multi-Agency and Family Engagement:

• Lead strong partnerships with:

• parents and carers

• external agencies

• local authority services

• Ensure early identification and intervention for students with additional needs.

• Represent the school at multi-agency meetings and ensure coordinated support

Resource Allocation:

• Manage and allocate resources, including teaching assistants, materials, and assistive technology, to support students with SEND

• To lead the budget and work with finance on the best possible use of resources for our children 

Whole-School Leadership:

• Contribute to the strategic leadership and daily management of the school

• Maintain a visible presence and model high expectations across the school

• Support staff development, recruitment and school improvement priorities

Advocacy:

• To be a relentless advocate for the needs and rights of students with SEND and their families  within the school and when dealing with external agencies.

Job Activities General

• To undertake such other duties related to the work of the department appropriate to the post, as may be assigned

• To fulfil personal requirements, where appropriate, with regard to school policies and procedures, health, safety and welfare, emergency, evacuation and security.

• To take responsibility for promoting and safeguarding the welfare of students in the school.

• To work positively and inclusively with colleagues so that the school provides a workplace and delivers services that do not discriminate against people on the grounds of their age, sexuality, religion or belief, race, gender or disabilities 

• To work flexibly in the interests of the school - this may include undertaking other duties provided that these are appropriate to the employee’s background, skills and abilities, safety and welfare, emergency, evacuation and security

Qualifications and Experience 

In addition to the Greyfriars Catholic School will commit to:

• Promoting courteous and respectful relationships with students and staff at all times

• Using their influence with other staff and students to promote high standards of behaviour, ambition and order within the school

• Working to maintain the School at the forefront of educational practice

• To support the Catholic ethos of the PFMAC

• To play a full part in the PPMAC’s school community, to support its distinctive mission and ethos and to encourage staff and students to follow this example

• To support the MAC in meeting its legal requirements for worship

• To continue professional development as agreed