Job Title: SENCO & Return To Learn Manager
Reports to: Head of Wellbeing/Executive Head Teacher
Contract Type: Full time, permanent
Location: Bishops Stortford Head Office
Our School
White Trees Independent School is a specialist provider of educational services for pupils who have social, emotional and mental health needs. We pride ourselves on delivering a nurturing environment which supports our pupils’ needs, enabling them to experience a rounded and balanced education.
Open for Business Since 2013
We are based in Hertfordshire and we originally opened in 2013 for 6 pupils. This has since grown to take 38 pupils and from one site to two. This makes us an especially important part of the White Trees Group which we plan to grow in parallel with the housing and residential expansion, plus, the local area authority needs, to accommodate more pupils.
Return To Learn / Outreach
Return To Learn is a service which provides support to pupils who have barriers to education. The concept behind this service is to provide pupils, at any stage in their life/school career, with the opportunity to undertake intense support/psychological assessments/academic assessments which will then help support SEN caseworkers when approaching appropriate provisions in seeking appropriate school placements for them. More than often SEN are having to use out of date information when approaching schools to seek placements – which does not paint an accurate picture of the pupils' needs. This then makes it difficult for pupils to be placed into the most appropriate provision that is most suitable for them. This service is available for all pupils, not just those who have EHCP’s – this service can be used to support professionals when applying for an EHCNA, providing vital evidence to help support the application. Pupils can be on roll with a school already who need extra support, or pupils who might not be on roll with a school can access this service. Pupils might have a space in a school but not until the next term, therefore needing extra support whilst they are out of school – with the service supporting the transition into their new school if required. Pupils might also be able to transition into White Trees Independent School if it is appropriate. All pupils will have an annual review, if they have an EHCP, at the end of their 12-week programme. There are plans to have 7 pupils on the RTL programme from September – December 2023, with a growth plan in place to grow the service over the next few years.
Main Purpose of the Role
The SENCO will foster and uphold the values as set out by White Trees Group strategic direction in line with the Building Brighter Futures Framework. The main purpose of the SENCO/ Outreach Lead is to ensure that the pupils on the programme are supported accordingly, holding annual reviews at the end of the pupils 12-week programme, providing the Local Authorities with key documentation/reports. The SENCO/Manager would be responsible for managing a small team of outreach youth workers/tutors. The SENCO is also required to contribute and be involved in extracurricular activities and the wider life of the organisational community.
Duties and Responsibilities
Providing strategic leadership for SEND for pupils accessing RTL
Oversee the day-to-day operation of the RTL programme each cohort
Ensure White Trees is at the forefront of learning in the use of innovative, effective and evidenced based teaching and learning practices SEND
Manage small team of staff
Manage fleet of cars – liaising with head office if there are maintenance issues
Performance manage/induction of staff
Support pupils accessing learning opportunities in an off-site environment, utilising our Classroom in a van, zoo’s, libraires, our forest learning environments/sites etc
Hold daily morning briefings with the team and end of day de-briefs.
Demonstrate critical understanding of developments in SEND
Observe and/Co Teach with staff to provide exemplary model of effective SEND support practices
Plan and deliver SEND specific training and development as part of CPD programme through Mentoring and Face to Face Workshops and external opportunities
Ensure all SEND documentation is of the highest standard and updated as required
Facilitate Annual Reviews of EHCP for all pupils at the end of each 12 week cohort
Support the Executive Head in placing pupils for each cohort
Work with all staff to ensure all pupils learning is of equal importance and that there are high and realistic expectations of pupils
Attend weekly Leadership meetings
Attend PEPs/professionals meetings for pupils on RTL providing updates
Advise on the graduated approach to providing SEND support
Liaise with parents and caregivers of pupils
Liaise with the Local Authorities, potential next providers of education to ensure a pupil and their parents are informed about options and a smooth transition is planned
Liaise with the Head of Wellbeing when looking to access external services for the pupils, e.g. consultations with our Educational Psychologist etc.
Ensure pupils leave with their personalised portfolio of evidence for Local Authorities which contains all vital documentation/reports
DSL level 3 trained
Support & drive staff using systems in place
Create & ensure pupils ILP’s are written and maintained on the 12-week programme
Set high expectations which inspire, motivate and challenge pupils by:
Actively develop knowledge and understanding of the Building Brighter Futures Framework and incorporate this into learning objectives and learning outcomes.
Establishing a safe and stimulating environment for pupils, ingrained in mutual respect
Setting goals that stretch and challenge ALL pupils
Demonstrating consistently the positive attitudes, values and behaviour which are expected of pupils – leading by example.
Promote good progress and outcomes by pupils by:
Guiding pupils to reflect on the progress they have made and their emerging needs
Demonstrating knowledge and understanding of how pupils learn and how these impacts on teaching
Report and record pupil’s attainment, progress and results of assessments using systems in place
Set aspirational targets and plan challenging activities.
Liaise with White Trees Independent School’s SENCO & Wellbeing team
Demonstrate good subject and curriculum knowledge by:
Having a good knowledge of the relevant subject(s) and curriculum areas, utilising and maintaining pupils’ interest in the subject(s), and addressing misunderstandings
Demonstrating an understanding of and taking responsibility for promoting good standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject may be and applying cross curricular links wherever possible in planning and teaching.
Adapt teaching to respond to the strengths and needs of all pupils by:
Knowing when and how to adapt learning activities appropriately, using approaches which enable pupils to be taught effectively
To set clear learning objectives
Having a secure understanding of how a range of factors can inhibit our pupils’ ability to learn, and how best to overcome these – providing strategies/interventions to support pupils and staff
Demonstrating and awareness of the physical, social and academic development of children and knowing how to adapt teaching to support our pupils’ education at different stages of their development and emotional state
Manage behaviour effectively to ensure a good and safe learning environment by:
Having clear rules and routines for behaviour, and taking responsibility for promoting good and courteous behaviour at all times
Having high expectations of behaviour, embracing the culture of ‘catching our pupils being good’
Lead by example – show our pupils what we expect from them, positive behaviour and good manners
Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary
Contribute to self-evaluation by:
Contributing to the completion of the current school evaluation processes as required
Professional development and performance appraisal:
Attend all CPD days and training as required
Review own professional development and identify training needs
Act upon advice and feedback and be open to coaching and mentoring
Fulfil wider professional responsibilities by:
Make a positive contribution to the wider life and ethos of the organisation
developing effective professional relationships with colleagues
Taking responsibility for improving practice through appropriate professional development, responding to advice and feedback from colleagues
Communicating effectively with parents with regard to pupils’ achievements and well-being
Sharing in the celebration of success of pupils
Contributing to, and supporting pupils to contribute to the organisations news communications
Using school systems in place efficiently and effectively, class-dojo, Cpoms, E4L
Other responsibilities:
All staff are expected to demonstrate consistently high standards of personal and professional conduct
Staff may be asked to undertake occasional other, reasonable tasks at the request of their line manager
The school is committed to the safeguarding of children and all teachers are required to understand and follow any safeguarding policies and procedures that are in place
Person Specification
Qualifications
QTS Essential*
NASENCO Essential*
Experience
Extensive working knowledge of the SEN Code of Practise
Extensive experience leading SEN Provision within either mainstream or specialist setting
Experience in planning, delivering, monitoring and evaluating lessons
Experience in working with pupils who have SEMH
Skills and Abilities
Ability to create a safe and secure learning environment
Ability to break down barriers to learning
Be creative in approach to teaching, utilising pupils’ interests to hook them in and engage them
Flexible and adaptable
Effective communicator
Ability to create a fun, challenging learning environment
Be highly organised
Caring, sensitive and responsive to the needs of our pupils
Other requirements
Commitment to safeguarding children
Be passionate about teaching and providing the best possible opportunities for all pupils
A commitment to the school’s ethos and vision
Resilient and positive