SENDCo and Inclusion Lead

The SENDCo and Inclusion Lead plays a central role in ensuring that all pupils—particularly those with Special Educational Needs and Disabilities (SEND), additional vulnerabilities, or barriers to learning—receive high quality, inclusive provision. The postholder will champion inclusion across the school, ensuring that every child is supported to thrive academically, socially, and emotionally.

The SENDCo and Inclusion Lead will be a core member of the Senior Leadership Team (SLT) and will contribute to whole school strategic development. The postholder will also hold, or be willing to train for, the role of Deputy Designated Safeguarding Lead (DDSL).

Key Responsibilities
1. Strategic Leadership
• Serve as a full member of the Senior Leadership Team, contributing to whole school decision making and strategic planning.
• Lead the strategic development of SEND and inclusion across the school.
• Ensure inclusive practice is embedded in all aspects of school life.
• Support the Headteacher in monitoring and evaluating the quality of provision for SEND and vulnerable pupils.
• Ensure compliance with the SEND Code of Practice and all statutory requirements.

2. Safeguarding Responsibilities
• Act as a Deputy Designated Safeguarding Lead (DDSL), or undertake training to fulfil this role.
• Work closely with the Designated Safeguarding Lead to support safeguarding processes, referrals, and multi agency work.
• Promote a culture of vigilance, safety, and wellbeing across the school.

3. Identification and Assessment
• Oversee the identification of pupils with SEND and ensure early, accurate assessment of needs.
• Maintain the SEND register and ensure records are up to date and compliant.
• Coordinate and contribute to the writing, reviewing, and evaluating of APDRs, one page profiles and EHCPs.
• Use data effectively to monitor progress and identify pupils requiring additional support.

4. Provision and Intervention
• Coordinate high quality provision for pupils with SEND and those requiring additional support.
• Oversee intervention programmes and monitor their impact.
• Support teachers in adapting planning, teaching, and assessment to meet diverse needs.
• Ensure that reasonable adjustments are implemented consistently across the school.

5. Working with Staff
• Provide guidance, coaching, and professional development for teachers and support staff.
• Lead training on SEND, inclusion, behaviour, and safeguarding where appropriate.
• Support staff in understanding and implementing inclusive classroom strategies.

6. Working with Pupils and Families
• Build strong, supportive relationships with pupils and their families.
• Ensure parents are fully involved in the SEND process and understand the support available.
• Ensure pupil voice is central to planning and reviewing provision.

7. Liaison with External Agencies
• Act as the key point of contact for external professionals, including Educational Psychologists, Specialist Teachers, Speech and Language Therapists, CAMHS, and the Local Authority.
• Coordinate multi agency meetings and ensure recommendations are implemented effectively.

8. Inclusion Leadership
• Lead on inclusion for all pupils, including those with SEND, EAL, medical needs, social/emotional needs, and disadvantaged pupils.
• Monitor attendance, behaviour, and wellbeing data for vulnerable groups and coordinate appropriate support.
• Promote equality, diversity, and a culture of belonging for all pupils.

Person Specification
Qualifications and Training
• Qualified Teacher Status (QTS).
• National Award for SEND Coordination (or willingness to complete).
• Training as a Deputy Designated Safeguarding Lead, or willingness to undertake this training.
• Evidence of ongoing professional development in SEND and inclusion.

Experience
• Successful teaching experience across primary phases.
• Experience of working with pupils with a range of SEND.
• Experience of leading or coordinating SEND provision (desirable).
• Experience of working with external agencies and families.
• Experience writing school policies (e.g., SEND Policy, Pupil Premium Report) or a willingness to learn to write these.

Knowledge and Skills
• Strong understanding of the SEND Code of Practice.
• Ability to analyse data and use it to inform provision.
• Excellent communication, interpersonal, and organisational skills.
• Ability to lead, motivate, and inspire staff.
• Commitment to inclusive education and removing barriers to learning.

Personal Qualities
• Empathy, patience, and a child centered approach.
• High expectations for all pupils.
• Ability to work collaboratively and build positive relationships.
• Reflective, proactive, and solution focused mindset.
• Commitment to safeguarding and promoting the welfare of children.