Holy Trinity CE Primary School SENCO Application Pack
Holy Trinity CofE Primary School is committed to safeguarding and promoting the welfare of children and expects all staff to share this commitment. We welcome applications from all sections of the community, regardless of gender, race, religion, disability, sexual orientation or age.
Working in Partnership
Working in the community
School Development Plan
SENCO Job Description
Key Skills and Competencies
How to apply
Where to find us
Welcome Dear Applicant,
Thank you very much for your interest in becoming our SENCO at Holy Trinity CE Primary School. We are one of six primary schools who make up the Primary Advantage Federation. I hope you find the information in this pack a useful introduction to our school.
Holy Trinity is a successful and lively one form entry primary school located near Dalston-Kingsland overland station in the heart of Dalston. We serve a vibrant and diverse community, where excellent relationships promote an inclusive, warm and secure environment where children feel safe and valued.
Holy Trinity provides a calm and happy environment which enables children to learn and teachers to teach. Judged Outstanding by Ofsted (2013) we continue to develop innovative practice and promote the highest expectations, aspirations and outcomes for all children and staff.
We are looking for an enthusiastic SENCO who is passionate about supporting our pupils in achieving all that they can be. Previous experience is preferable but not essential and a TLR will be appointed for the right candidate. Our new SENCO will join a committed and hardworking team who strive to provide the best education and outcomes for all children.
If you are determined, ambitious and excited about all pupils succeeding and learning, we would like to hear from you.
For more information about our school, Primary Advantage Federation and details on how to apply please read our application pack. We encourage you to visit our school and our website to learn more about us.
Yvonne Barnett Head of School
About Us Holy Trinity is a one form entry Church of England Primary School located in the heart of Dalston. We have classes of 30 pupils from Reception to Year 6 and 26 FTE pupils in the Nursery. Holy Trinity is one of six schools belonging to the Primary Advantage Federation, with Sian Davies as the Executive Principal. The Headteacher, Yvonne Barnett, leads on teaching and learning in the school and is supported by a strong Senior Leadership Team.
OUR MISSION Holy Trinity provides a safe and happy learning environment where children and adults are valued, nurtured and empowered. We believe that everyone in the school community is responsible for instilling in our children the values that will help them to become confident and responsible members of society. Our approach is led by the Christian principal “that you do to others as you would have them do unto you” and we aim to establish a clear understanding of rights and responsibilities for all. We believe a good education is the foundation on which our children’s futures are built and equips them for their life ahead. We aim to develop the whole child through a diverse and culture rich curriculum. We are committed to providing educational excellence and helping children to develop enquiring minds, the motivation to learn and the ability to work both independently and collaboratively.
44% of pupils are eligible for free school meals 41% of pupils speak English as an additional language
Working in Partnership Teachers who use the most effective teaching methods to motivate learners and raise aspirations. As a result all pupils will make good or better progress.
Primary Advantage Federation Holy Trinity CofE Primary School is a part of the Primary Advantage Federation.
Quality learning environments where pupils feel safe and secure, known and valued and motivated to learn. Robust teaching and application of ICT skills ensure our pupils are properly equipped for the next stage of learning.
We are a group of schools working together because we believe our schools can gain many benefits from working collaboratively and can achieve more by working together. We have made a commitment to a shared responsibility to the wider education community, the provision of good quality education and the improvement of life chances for pupils in the community beyond that of our own schools. Teachers, support staff, school leaders and Governors have added expertise in working alongside colleagues to improve provision and outcomes for pupils.
Curriculum provision which inspires and motivates pupils and broadens their horizons. Our curriculum supports community cohesion through an international curriculum strand. We work with precision and move incrementally towards achieving outstanding grades in the majority of aspects of each school’s work.
WHAT IS OUR APPROACH? We work in partnership, pooling our expertise and resources in order to achieve collectively what we may not be able to achieve individually.
Through pupil partnership work we continue to break down locally perceived boundaries and help pupils to work harmoniously with pupils from other areas of Hackney.
We believe passionately in improving the life chances for our pupils.
We seek to maximise the efficiency and effectiveness of each school by capitalising on centralised services and sharing systems.
We do not tolerate low expectations. We match tried and tested strategies that we know work to the needs of the schools and use our experience of supporting schools in successfully implementing them.
Find out more about Primary Advantage Federation by visiting
We promote a collaborative approach whilst developing the capacity of each school to serve its own community and retain its distinct identity.
We recognise the importance of individuality, spontaneity and creativity in developing innovation . WHAT OUTCOMES DO WE WANT? Every teacher is a good teacher; every school is a good school. 5
Working in the community WITH HOLY TRINITY CHURCH, DALSTON The school enjoys an active partnership with the local parish church, Holy Trinity in Dalston. We frequently visit the church for assemblies, services, and celebrate important Christian festivals such as Christmas and Easter together. Our distinctiveness as a Church school is built on the following: Holy Trinity - Developing the whole child, together. The school is rooted in the Christian values compassion, endurance, respect and justice which drive its vision, ethos and values. The school puts much emphasis on fostering good relationships and providing a supportive environment based on Christian values. The school strives to be a caring and inclusive school that serves the local community well and supports all learners though early identification of particular needs as well as though the curriculum and good teaching and learning support. An emphasis on positive relationships within the school community support personal and social development, and partnerships with the church and wider community are strong.
WITH PARENTS AND FAMILIES We know that the most successful education takes place when parents/carers, staff and governors all work together. Parents and carers can be involved with the whole school community in a variety of ways:
Helping with visits in out of class. Supporting with fund raising events. Attending curriculum evenings and school open mornings.
School Development Plan Priorities Clarity (of practice)
To embed teacher’s ability and confidence across key subject areas in implementing new curriculum changes for 2014
That all training and support has been identified and where possible undertaken prior to September 2014, to best support the implementation of T & L within the school.
To embed the teaching and learning policy within all the curriculum areas, developing greater use and application of AFL strategies.
Inspiration and Motivation
To continue to provide parents with greater opportunities to engage in learning opportunities with their children, and the wider daily life of the school.
To successfully work with all stakeholders and achieve L2 RRS accreditation.
To raise individual pupils levels of enjoyment and challenge across the school day through increased provision of art, music and drama.
To increase the opportunities available for those pupils working well above expected levels in broadening their understanding and application of knowledge and skills through personalised projects.
To increase the percentage of pupils achieving L4 combined at the of KS2 to 90%
SENCO Role Responsibility:
Job Title: SENCO
Reports to: Governing Body, Executive Principal/Headteacher and members of Senior Management Team Direct Reports: Headteacher
To work closely with the head teacher, senior management and colleagues in the strategic development of the school’s Special Educational Needs (SEN) policy and oversee the day-to-day operation of that policy with the aim of raising SEN pupil achievement Areas of Responsibility and Key Tasks 1.
Strategic Direction and Development of SEN Provision in the School (with the support of, and under the direction of the head and leadership team) Exercise a key role in assisting the head teacher and governors with the strategic development of SEN policy / provision Support all staff in understanding the needs of SEN pupil and ensure the objectives to develop SEN are reflected in the school development plan Monitor progress of objectives and targets for pupils with SEN from teachers’ plans, evaluate the effectiveness of teaching and learning by work analysis and use these analyses to guide future improvements Analyse and interpret relevant school, local and national data and advise the head teacher on the level of resources required to maximise achievement Liaise with staff, parents, external agencies and other schools to coordinate their contribution,
Salary: Mainscale + TLR
provide maximum support and ensure continuity of provision
be utilised for pupils at School Action Plus
Teaching & learning
Leading and managing
Support the identification of and disseminate the most effective teaching approaches for pupils with SEN Work with head teacher and staff to develop effective ways of bridging barriers to learning through: - Assessment of needs - Monitoring of teaching quality and pupil achievement - Target setting, including IEPs - Developing a recording system for progress Collect and interpret specialist assessment data to inform practice Undertake day-to-day coordination of SEN pupils’ provisions through close liaison with staff, parents and external agencies Work with head teachers, teachers, key stage coordinators and pastoral staff to ensure all pupils learning is of equal importance and that there are realistic expectations of pupils Consider the range of teaching strategies / equipment that could
Provide professional guidance to staff to secure good teaching for SEN pupils, through both written guidance and meetings Contribute to the performance management process SEN teachers and Support Assistants Advise on and contribute to the professional development of staff, including whole school INSET provision Provide regular information to the head teacher and governing body on the evaluation of SEN provision
Effective deployment of staff and resources
Advise the head teacher and governing body of priorities for expenditure and deployment of staff, and utilise resources with maximum efficiency Maintain and develop resources, co-ordinate their deployment and monitor their effectiveness in meeting the objectives of school and SEN policies
Other professional requirements
Co-ordinate all Annual Reviews and attend / chair when necessary Attend Year 6 Annual Reviews for primary pupils with statements to help facilitate continuity and progression through the development of a transition programme. Liaise with Year 5 pupils requiring advice about provision. (Secondary School SENCO)
Class Teacher Role Summary: 1.1 The current School Teachers’ Pay and Conditions document describes duties which are required to be undertaken by teachers in the course of their employment. In addition certain particular duties are reasonably required to be exercised, and completed in a satisfactory manner. It is the contractual duty of the class teacher to ensure that his/her professional duties are discharged effectively. 1.2 This job description sets out the duties to be undertaken and performed to the satisfaction of the Executive Principal/Head of School and governing body by the class teacher. The duties set out below relate to the overall class teaching requirements and related expectations of a class teacher. Key Tasks and activities: Within the class: to ensure the full implementation of the National
Curriculum Orders for all subjects, or the Foundation Stage content as defined in current DCSF documentation (as applicable to the year group) and in accordance with school policies. Create a positive, stimulating and innovative environment for learning. Maintain a well organised classroom with appropriate displays, resource areas and materials Plan and implement a curriculum to meet the needs of all pupils in the class and develop personal and social aspects of learning Develop effective ways of overcoming barriers to learning and sustain effective teaching through the assessment of learning To keep under review the methods of planning and delivery of the curriculum, recording pupils’ progress and make any required assessments. To monitor and report the quality of pupil attainment in all subjects to the Executive Principal/ Headteacher and governing body To assist in the selection of resources for the curriculum Monitor and assess own performance and take a proactive approach to professional development
Effectively manage pupil behaviour, encouraging a high standard of behaviour and mutual respect between pupils and all members of the school community To promote and facilitate parental involvement in teaching and learning through a shared school/ home approach To work with support staff and other teachers in the classroom to effectively plan for a range of needs and be supportive of and sensitive to the needs of other colleagues Encourage interaction and teamwork within the school, share ideas and new initiatives and identify new ways of teaching the curriculum. When required, take a leading role in an area of school development To advise other staff including NQTs, and students on teaching practice, and to assist with inset for staff and governors when required to do so. To work with Hackney LEA on local and national initiatives for all subjects of the National Curriculum.
Key Skills and Competencies
Confident in leading staff meetings as appropriate
Skills in relation to SEN
Willingness to work towards a national SENCO Award or other professional development qualifications in relation SEN
Other Skills Required for Role
Demonstrates excellent classroom practice
Experience of working with SEND students
An understanding of / commitment to equal opportunities
Exercises flexibility in order to accommodate changes in work priorities
Experience of writing reports and referrals for SEND students
Balances tasks and resources in the organisation of a wide range of activities
Experience of identification, curricular planning and monitoring the progress of SEND students
Provides contingencies to deal with the unexpected
Thinks clearly and logically in working through a problem making referrals as appropriate
Thorough understanding of effective Inclusion practice
Thorough knowledge of the statutory assessment process, relevant legislation and guidance in relation to working with and protecting young people. Ability to identify students’ needs and act upon them
Anticipates workload and plans ahead
in order to raise standards.
Awareness of the needs of children who have a variety of needs
Understand the nature of a Church of England Primary School and be willing to teach R.E. and attend collective worship to meet the expectation of the Governing Body
Passionate and committed to the principle of meeting students’ needs within a mainstream school
Clear understanding of safeguarding issues.
Monitors progress against key performance indicators Enthusiastic and positive attitude
Degree level qualification.
Postgraduate professional Qualification e.g. Postgraduate Certificate in Education.
Makes routine decisions based upon guidelines and procedures laid down in the established framework
Willingness to continue professional development.
Contributes towards the effective delivery of performance targets, objectives and standards
Leads by example in standards of behaviour in the work environment
Accountability/Freedom to act
QTS (including skills tests)
National SENCO Award
Applies effective verbal communication skills
Presents information and ideas clearly, by using language appropriate to the audience
Positively influences the opinions of others through factual discussion
Adapts personal style to suit individual situation and needs
Creates an environment of trust by delivering on promises
Utilises report-writing skills to accurately reflect a situation through positive language
Ability to lead school based projects or developments
How to apply Applicants are asked to complete all the standard information required on the Primary Advantage application form, and to submit a supporting statement, addressing all the criteria identified in the person specification. Please specify the role you are applying for i.e SENCO. The reference number for this application is: SEN/ HT Candidates are advised that when completing the references section on the application form to please ensure that: â€˘ Your first referee is your current, or most recent, employer â€˘ You provide a referee who can confirm your ability for the role Shortlisted candidates will be asked to teach an activity or lesson and will be advised of the details of the lesson observation prior to interview.
Completed application forms must be received by 9:30 on the Monday 2nd June 2014 Interviews will take place on Friday 6th June 2014. If you have any queries or would like to arrange to visit our school, please contact Venessa Williams on 0207 254 1010 or email email@example.com
We look forward to receiving your application.
Candidates must ensure that if they are successful at interview, that they are able to provide evidence of their Right to Work and Remain in the UK. The school is not able to employ any person who cannot validate their Right to Work and Remain in the UK in the line with the Asylum, Immigration and Nationality Act 2000. Successful candidates will be required to apply for an enhanced Criminal Record Check via the DBS. We are committed to safeguarding and promoting the welfare of our children and expect all members of staff to share this commitment.
We look forward to receiving your application.
Where to find us Holy Trinity CE Primary School Beechwood Road Dalston London E8 3DY
Tel: 0207 254 1010 Email: firstname.lastname@example.org Website: www.holytrinity.hackney.sch.uk
Published on May 19, 2014