Assistant SENCo

We are seeking to appoint an enthusiastic and dedicated Assistant SENCo
from 2nd November 2026 or as soon as possible thereafter.

You would be working in a unique federation of dynamic, high achieving
cross-phase schools. You would be part of a friendly team in a well-resourced,
popular and highly regarded school.

This role would suit an HLTA, TA, Teacher or Administrator who is used
to dealing with a wide range of SEND issues and who is keen to broaden their
experience. The role would involve working alongside pupils and staff in
lessons, to support planning, developing and quality assuring adapted provision
as well as assisting the SENCo in all aspects of provision including inclusion,
annual reviews, access arrangements, policies and reports, acquisition and
deployment of resources and keeping staff up to date with guidance regarding
SEND issues. The applicant must be organised, have a natural rapport with
children and great attention to detail.
Training to become a qualified SENCo is available to the successful
candidate.

Qualifications

ESSENTIAL

• Certificate in Learning Support (or equivalent
  qualification) (AF, I)
• First Aid qualification or willingness to work towards it
  (AF, I)
• Willingness to undertake further training, as appropriate
  (AF, I)
• GCSE English Language at Grade 4 or equivalent or better
  (AF, I)

DESIRABLE

• NASENCO or NPQSEN qualification

Experience

ESSENTIAL

• Experience of working in a school environment, perhaps as
  a Level 2 Teaching Assistant or Level 1 SEN Teaching Assistant in a
  mainstream school (or equivalent) (AF, I), or as a teacher

DESIRABLE

• Experience of working alongside a SENCo (AF, I)
• Experience of working as a Higher Level Teaching
  Assistant (AF, I)
• Experience of working with parents and other
  professionals related to the provision of SEND (AF, I)
• Experience of delivering other aspects of SEND support,
  such as speech and language therapy (AF, I)

Knowledge
and Understanding

ESSENTIAL

• Knowledge of the roles of TAs and HLTAs in Schools (AF,
  I)

DESIRABLE

• Knowledge of the Code of Practice for SEND students (AF,
  I)
• Knowledge of access arrangements relevant to SEND
  students (AF, I)

Abilities
and Skills

ESSENTIAL

• Good team worker (AF, I)
• The ability and willingness to work flexibly within the
  school (AF, I)
• A calm but authoritative manner with pupils (AF, I)
• The ability to relate well to pupils, parents and staff
  (AF, I)
• The ability to develop high quality learning resources,
  under the direction of the teacher (AF, I)
• The ability to accurately record and report on pupils’
  progress (AF, I)
• The ability to follow and apply the teacher’s
  instructions and clearly explain these to pupils (AF, I)

DESIRABLE

• Competent user of ICT (AF, I)
• Minibus driver (AF, I)

Personal
Attributes

ESSENTIAL

• Resilient (I, R)
• Reliable (I, R)
• Committed (I, R)
• Honest (I, R)
• Trustworthy (I, R)
• Dedicated (I, R)
• Patient (I, R)
• Loyal (I, R)
• Good sense of humour (I, R)
• High expectations of self and others (I, R)

Other Factors

• Commitment to working with young people (I)
• Willingness to work in support of the inclusive ethos of the school (I)
• Willingness and ability to attend training days that are over and above the contractual employment, which will be paid (I)
• Good attendance record (R)
• Outstanding references (R)
• A commitment to high educational standards, which maximise the achievements of all pupils (I, R)
• A commitment to equality of opportunity for all pupils (I, R)
• A belief in working in partnership and as part of an established team (I, R)
• A commitment to continuous professional development (I, R)
• A willingness to reflect upon experiences in a critical and constructive manner (I, R)
• Police clearance (DBS check)

Evidence Key:

(AF) – Application Form

(I) – Interview

(R) – References