Teacher SENCO

PERSON SPECIFICATION

The following areessentialcriteria which will initially be measured at the shortlisting stage and whichmay also be further explored during the interview/selection stage. You should therefore make it clear on your application form how and to what extent you meet these criteria. Failure to do so may result in you not being shortlisted.

The following areadditionalessentialcriteria which will be measured during the interview/selection stage.

Some or all of the desirable criteria may be applied by the Selection Panel in order to determine a manageable pool of candidates. Desirable criteria will be applied in the order listed. You should make it clear on your application form how and to what extent you meet the desirable criteria as failure to do so may result in you not being shortlisted.

DISCLOSURE OF CRIMINAL BACKGROUND

The Safeguarding Vulnerable Groups (Northern Ireland) Order 2007 defines working directly with children or young people or in specified places as regulated activity.

In the event that you are recommended for appointed to a post that involves regulated activity the Education Authority will be required to undertake an Enhanced Disclosure of Criminal Background. Please note that youWILLbe expected to meet the cost of an Enhanced Disclosure Certificate. Details of how to make payment will be sent to you at the pre-employment stage.

Further information can be accessed atNI Director theDepartment of Justice.

APPLICANT GUIDANCE NOTES

To view the applicant guidance notes please clickhere.

To learn about the many great benefits of joining the Education Authority clickhere

The Education Authority is an Equal Opportunities Employer

JOB DESCRIPTION

JOB TITLE: Teacher - Primary

REPORTS TO: Principal

PROFESSIONAL DUTIES OF A TEACHER

TEACHERS (TERMS AND CONDITIONS OF EMPLOYMENT) REGULATIONS

(NORTHERN IRELAND) 1987

Schedule 3

Regulation 5

1) Exercise of general professional duties

A teacher who is not a principal shall carry out the professional duties of a teacher as circumstances may require:-

(a) if he/she is employed as a teacher in a school under the reasonable direction of the principal of that school;

(b) if he/she is employed by a board on terms under which he is not assigned to any one school under the reasonable direction of that board and of the principal of any school

in which he/she may for the time being be required to work as a teacher.

2) Exercise of particular duties

(a) A teacher employed as a teacher (other than a principal) in a school shall perform in accordance with any directions which may be reasonably given to him/her by the principal

from time to time such particular duties as may reasonably be assigned to him/her.

(b) A teacher to whom paragraph 1(b) refers shall perform in accordance with any direction which may reasonably be given to him/her from time to time by the board or by the principal

of any school in which he/she may for the time being be required to work as a teacher such particular duties as may reasonably be assigned to him/her.

1. Planning

1.1 Planning and preparing courses and lessons;

1.2 Teaching according to their educational needs the pupils assigned to him/her including the setting and marking of work to be carried out by the pupils in school and elsewhere;

1.3 Assessing recording and reporting on the development progress and attainment of pupils.

2. General

2.1 Promoting the general progress and well-being of individual pupils and of any class or group of pupils assigned to him/her;

2.2 Providing advice and guidance to pupils on educational and social matters and on their further education and future careers including information about sources of more expert

advice on specific questions making relevant records and reports;

2.3 Making records of and reports on the personal and social needs of pupils except in instances where to do so might be regarded as compromising a teachers own position;

2.4 Communicating and consulting with the parents of pupils;

2.5 Communicating and co-operating with such persons or bodies outside the school as may be approved by the employing authority and the Board of Governors;

2.6 Participating in meetings arranged for any of the purposes described above.

3. Assessment/Reporting

Providing or contributing to oral and written assessments reports and references relating to individual pupils and groups of pupils except in instances where to do so might be

regarded as compromising a teachers own position.

4. Staff Development/Professional Development

4.1 Participating if required in any scheme of staff development and performance review;

4.2

a) Reviewing from time to time his/her methods of teaching and programmes of work;

b) Participating in arrangements for his/her further training and professional development as a teacher.

4.3 Advising and co-operating with the Principal and other teachers (or any one or more of them) on the preparation and development of courses of study teaching materials

teaching programmes methods of teaching and assessment and pastoral arrangements.

5. Discipline/Health and Safety

5.1 Maintaining good order and discipline among pupils in accordance with the policies of the employing authority and safeguarding their health and safety both when they are

authorised to be on the school premises and when they are engaged in authorised school activities elsewhere.

5.2 Participating in meetings at the school which relate to the curriculum for the school or the administration or organisation of the school including pastoral arrangements.

6. Public Examinations

Participating in arrangements for preparing pupils for public examinations and in assessing pupils for the purposes of such examinations; recording and reporting such assessments;

and participating in arrangements for pupils presentation for and supervision during such examination.

7. Review and Development of Management Activities/Administration

7.1

a) Contributing to the selection for appointment and professional development of other teachers including the induction and assessment of probationary teachers;

b) Co-ordinating or managing the work of other teachers;

c) Taking such part as may be required of him/her in the review development and management of activities relating to the curriculum organisation and pastoral functions

of the school.

7.2

a) Participating in administrative and organisational tasks related to such duties as described above including the management or supervision of persons providing support

for the teachers in the school and the ordering and allocation of equipment and materials.

b) Subject to the provisions of Article 22 of the Order attending assemblies;

c) Registering the attendance of pupils and supervising pupils whether these duties are to be performed before during or after school sessions.

8. Number of days/Hours of work

8.1

a) A full-time teacher other than a teacher employed in a residential establishment shall be available for work on 195 days in any year of which not more than 190 days

should involve teaching children in a classroom situation;

b) A teacher other than a teacher employed in a residential establishment shall be available to perform such duties at such times and such places as may reasonably be

specified by the Principal or where he/she is employed by a Board on terms under which he/she is not assigned to any one school by the Board or the Principal of any school

in which he/she may for the time being be required to work as a teacher for 1265 hours in any year exclusive of time spent off school premises in preparing and marking lessons

and time spent travelling to and from the place of work;

c) A teacher may not be required to teach as distinct from supervise children in a classroom situation for more than 25 hours in any week in a primary or special school and 23.5

hours in any week in a secondary school;

d) Unless employed under a separate contract as a mid-day supervisor a teacher shall not be required to undertake mid-day supervision;

e) Subject to paragraph (f) all teachers shall be required to have a break of at least 30 minutes between the hours of 12 noon and 2.00 pm;

f) Teachers in nursery schools and nursery units in primary schools shall be required to have a break of at least 30 minutes between the hours of 12 noon and 2.30 pm;

g) For the purposes of this paragraph a year means a period of 12 months commencing on 31st July and a week means a period of 7 days commencing on a Sunday.

9. Staff cover

9.1 Supervising and teaching any pupils whose teacher is not available provided that:

a) In schools with an average daily enrolment of 222 or less in primary 1 and primary 2 classes in schools with an average daily enrolment greater than 222 pupils and in nursery

classes in primary schools a teacher other than a supply teacher shall not be required to provide such cover:

b) In schools with an average daily enrolment greater than 222 pupils a teacher other than a supply teacher shall not be required to provide such cover after the second day on which

a teacher other than a teacher of primary 1 or primary 2 class or of a nursery class in a primary school is absent or otherwise not available or from the first day if the fact that the

teacher would be absent or otherwise not available for a period exceeding 2 days was known to and agreed by the employing authority in advance.

This job description will be subject to review in light of changing circumstances and is not intended to be rigid and inflexible but should be regarded as providing guidelines within which

the individual works. Other duties of a similar nature and appropriate to the grade may be assigned from time to time.

In accordance with Section 75 of the Northern Ireland Act (1998) the post-holder is expected to promote good relations equality of opportunity and pay due regard for equality

legislation at all times.

Job Description: SENCO

Teachers terms and conditions of employment require all teachers to carry out a range of professional duties as may reasonably be determined by the Principal and the Board of Governors. Teachers who are given a teaching allowance will be required to undertake additional responsibilities. These are the particular duties and responsibilities attached to this post.

DUTIES AND RESPONSIBILITIES

This post will involve teaching learning support groups with a significant non-teaching timetable to facilitate the other duties of the SENCO role. It includes membership of the Senior Leadership Team and carries a significant leadership role.

KEY PURPOSE

The Special Educational Needs Co-ordinator (SENCO) with the support of the Principal and colleagues seeks to develop effective ways of overcoming barriers to learning in order to sustain effective teaching through the analysis and assessment of childrens needs by monitoring the quality of teaching and standards of pupils achievements and by setting targets for improvement. The SENCO will work in partnership with curriculum coordinators so that learning for all children is given equal focus and available resources are used to maximum effect.

Key Responsibilities

Leadership

Effectively lead a team of staff responsible for supporting and improving the quality of teaching and learning for children with SEN

To lead the implementation of the Special Education Needs and Disability Act (NI) 2016 including organising relevant staff training

Ensure that all members of staff are aware of their statutory responsibility in regard to children with SEN offering support and advice on how to meet their responsibilities overcome barriers to learning and by setting targets for improvement

Ensure that effective systems are in place to identify and meet the needs of children with SEN and that they are coordinated monitored evaluated and reviewed

Advising the teachers and learning support assistants in techniques and materials to enable them to implement individual education plans and manage the targets set in them. This will often include providing or arranging training in aspects of their role and mentoring them on a regular basis

To contribute to the strategic planning for SEN drawing up SEN action plans and ensuring that SEN is an integral part of the School Development Plan. This may include co-ordinating work around meeting the needs of Gifted and Talented children

Take a strategic lead for school development as a member of the Senior Leadership Team

Teaching and Managing Childrens Learning

Identify and disseminate the most effective ways of teaching children with SEN. This will include ensuring that teachers understand that their planning should ensure the participation and learning of the needs of all children.

Work with the children as required to ensure realistic expectations for both behaviour and attainment are set for children with SEN. This will include providing learning support for children on the SEN register.

Support members of staff in understanding the learning needs of children with SEN and of the importance of rewarding success as a way of raising their attainment

Oversee the childrens welfare and deal with incidents related to their behaviour and well-being

Focus on the specific wider learning needs of children with ASD and implement programmes and activities which will address these needs e.g. Social Skills writing Social Stories organising Friendship Clubs and other strategies for break and lunch time relaxation techniques setting up Chill Out Zones recording of work sensory integration programmes etc.

Support developments in the teaching and learning of literacy numeracy and ICT skills as well as access to the wider curriculum for children with SEN

Monitoring Evaluation and Review

Develop PLPs in conjunction with teaching staff and use assessment processes to monitor childrens progress help set targets and use outcomes to inform written and verbal feedback to parents

Maintain an up to date Special Needs Register on SIMS

Devise implement and evaluate systems for identifying assessing and reviewing childrens SEN in relation to our policy for SEN

Monitor the progress made in the achievement of set targets making use of this information to assist in the evaluation of the effectiveness of present teaching and learning strategies and use the analysis to guide further improvement

Ensure that relevant members of staff are aware of the importance of contributing to the implementation of PLPs and that following any review appropriate strategies are undertaken

Liaison/Communication

Organise times to meet with parents who have concerns about their children

Provide helpful and accurate responses to enquiries made by parents/carers

Meet with parents of children when appropriate

Develop effective liaison with external agencies ensuring maximum support for children with SEN

Attend and organise Annual Review Meetings contacting and arranging a mutually agreeable date for all parties chair the meeting effectively and attend to the relevant paperwork

Make where appropriate referrals to the appropriate outside agencies for specialist support e.g. educational psychologists

Develop and maintain effective communication between parents and the school providing information to parents about targets attainments and progress

Support all members of staff by facilitating the sharing of key information which allows them to bring about improvements in teaching and learning of children with SEN

Communicate to other members of staff the purpose of PLPs in supporting the education of children with SEN

Communicate to other members of staff good practice in the teaching and care of children with SEN

Communicate information effectively at all stages of the childs education with the Education Authority external agencies parents and other primary secondary and special schools

Communicate with the Board of Governors throughout the year by meeting with the Link Governor for SEN at least twice per year to update on progress with SEN work throughout school

Continuing Professional Development Staff

Co-ordinate and contribute to the provision of high quality professional development for SEN through the development of an effective CPD Programme for staff making use of where appropriate other sources of expertise e.g. the Education Authority or any other relevant external training bodies

This job description may be subject to amendment or modification at any time after consultation with the post holder. It is not a comprehensive statement of procedures and tasks but sets out the main expectations in relation to the post holders professional responsibilities and duties.

Elements of this job description and changes to it may be negotiated at the request of either the principal or post holder