Job Description: Assistant Principal for SEND & Inclusion Reports to: Primary Headteacher Start date : April 2022 Salary: L7-L11 Ark Leadership scale £53,142- £58,282 Closing date: Friday 28 th January [Please note that interviews will be held on a rolling basis, and we reserve the right to close the application process early. Early application is advised.] The Role Lead on the strategic direction and development of the primary phase offer for SEND. Line manage and ensure the achievement of consistently outstanding teaching and learning in key stage 1 and EYFS. Embedding of the Ark John Keats ethos and culture in the department and, as a member of the leadership team, across the academy Key responsibilities and outcomes for the Assistant Principal of SEND & Inclusion Leading Inclusion Ensure early identification and support for students with additional needs by embedding the graduated response for literacy, numeracy, language, and communication, SEMH, EAL and attendance at a whole school level Support teachers to scaffold, make class-based adaptations to the curriculum and develop systems to access targeted intervention and specialist support when needed Monitor the provision of teaching and learning activities and their impact on the progress made by students with SEND, EAL, medical needs, higher attaining students, PP students and LAC, reporting to staff, governors and appropriate agencies Line manage the Inclusion Team and participate in the staff recruitment process, and coordinate the provision for Child Protection and Safeguarding Influence whole school teaching and learning policy to ensure inclusive teaching Identify the training needs of staff and coordinate relevant INSET and CPD SENDCO Lead on the strategic direction and development of the school offer for SEND. This includes ensuring that: SEND administration is effective and efficient, including provision mapping and costing; overseeing and monitoring the quality of information sharing etc. The SEND register is up to date and all staff are aware of the needs of students Students receive the provision outlined in their EHCP or Statement of SEN, and that these are reviewed annually A school-based plan is implemented for children identified at SEN Support and this is reviewed termly with a view to apply for an EHCP if needed Teachers know how to support students and have access to CPD, targeted intervention and specialist support from external agencies (e.g. Speech and Language Therapy, Educational Psychology, Autism Outreach Services, Sensory Impairment Services, etc.) A pupil centred approach is promoted, involving pupils and parents, where parents are informed regarding the support in place for their child and this is reviewed termly A transition plan is agreed to ensure continuity of support and learning when transferring students with SEND between key stages and/or schools The Academy’s SEN Information Report is reviewed annually, shared with parents and published on the school website Coordinate the deployment of resources at set out in Statements/EHCPs Facilitate and coordinate multi-agency input Activities Leadership and management Write an area development plan, set teaching and academic targets and embed a meaningful monitoring and review process Participate in recruitment and selection activities Assist in the professional development of teachers Develop strong partnerships and ensure regular and productive communication with parents Maintain regular and productive communication with pupils, parents and colleagues Teaching and Learning Provide weekly teaching cover to assigned year groups Direct and supervise support staff within relevant key stage to ensure the support provided to individuals and groups is having a significant impact on academic progress Support the Head of Year to implement an ongoing intervention programme to ensure pupils who fall behind have effective intervention to ensure they catch up quickly and sustain progress Academy Culture Support the academy’s values and ethos by contributing to the development and implementation of policies, practices and procedures Help create a strong academy community, characterised by consistent, orderly behaviour and caring, respectful relationships Help develop an academy culture and ethos that is utterly committed to learning and achievement Support and work in collaboration with colleagues and other professionals in and beyond the school, covering lessons and providing other support as required Other Undertake and, when required, deliver or be part of the appraisal system and relevant training and professional development Undertake other various responsibilities as directed by the Principal Development An opportunity to lead on and develop whole school initiatives Regular feedback through link meetings and performance appraisal Involvement in SLT meetings and strategic decisions across the primary phase of the academy Opportunity to plan out the development of key staff across the academy and impact on their professional development Person Specification: Assistant Principal for SEND & Inclusion Qualification Criteria Qualified to at least degree level Qualified to teach and work in the UK Experience Evidence of being, or having the potential to be, an outstanding primary teacher Evidence of having raised attainment in a key stage Knowledge Up to date knowledge within KS1 and EYFS An understanding of what an outstanding education looks like in the classroom An understanding of the strategies needed to establish consistently high expectations. Behaviours Leadership Effective team worker High expectations for accountability and consistency Vision aligned with Ark’s high aspirations, high expectations of self and others Genuine passion and a belief in the potential of every pupil Motivation to continually improve standards and achieve excellence Effective listening skills that lead to a strong understanding of others Commitment to the safeguarding and welfare of all pupils. Teaching and Learning Excellent classroom teacher, or potential to be one, with the ability to reflect on lessons and continually improve their own practice Effective and systematic behaviour management, with clear boundaries, sanctions, praise and rewards Thinks strategically about classroom practice and tailoring lessons to pupils needs Understands and interprets complex pupil data to drive lesson planning and pupil attainment Good communication, planning and organisational skills Demonstrates resilience, motivation and commitment to driving up standards of achievement Acts as a role model to staff and pupils Commitment to regular and on-going professional development and training to establish outstanding classroom practice. Other: Commitment to equality of opportunity and the safeguarding and welfare of all pupils Willingness to undertake training This post is subject to an enhanced Disclosure & Barring Service check.