THE ROLE

We are looking for a highly qualified, dedicated, creative, adaptable and enthusiastic Additional Learning Needs Co-ordinator for Aug 2024 start. The successful candidate will be someone who has the ability to lead and inspire children, as well as the willingness to support the ambition and values of the school.

CONTRACT TYPE:

Full time, two years, with the possibility of extension subject to performance

START DATE:

August 2024

Core Purpose of the Post

To be accountable for the effective delivery of the additional learning needs Code of Practice, ensuring that students with Additional Learning Needs and English as an Additional Language make good or better progress in relation to their starting points.

The ALNCo, with the support of the Co-principals and Governing body, takes responsibility for the day-to-day operation of provision made by the school for all pupils with ALN and EAL, and provides professional guidance in the area of ALN in order to secure high quality teaching and the effective use of resources to bring about improved standards of achievement of all pupils.

The key task of the ALNCo is to ensure that Special Educational Needs and English as an Additional Language needs provision is both efficiently and effectively managed. The range of responsibilities delegated to the ALNCo with regard to provision and coordination is outlined below. It is expected that all legal and statutory requirements are met for students with ALN via the ALNCo.

Main Responsibilities

Strategic direction and development of ALN provision
Efficient and effective deployment of resources

Strategic direction of ALN provision

To oversee and help determine the strategic delivery of all aspects of the ALN Code of Practice at SPGSI.
To ensure effective systems of communication, including feedback about pupils' learning to inform future planning.
To monitor the quality of ALN/EAL support by establishing effective systems to identify and meet the needs of pupils, whilst ensuring that the systems are co-ordinated, evaluated and regularly reviewed.
To regularly monitor the progress of students on the ALN/EAL register and adjust interventions accordingly to ensure good or better progress is made in relation to starting points.
To ensure up-to-date knowledge of national and local initiatives which may impact upon policy and practice.
To provide advice for colleagues across the school on ALN and inclusion-related matters
To maintain the ALN register.
To devise an annual provision map to match resource to appropriate, needs-based support.
To represent the school at ALN and inclusion-related meetings and events.
To demonstrate a keen interest in the life of the school and its pupils.

Progress and Achievement of Students

To lead and provide packages of support for students to meet a range of needs including learning, social and emotional needs.
To monitor the achievements, welfare and discipline of students, and to follow up the progress reviews, liaising with the pastoral/academic teams and parents when appropriate.
To have strategic oversight and accountability for programs of intervention and to take an active role in their delivery.
To liaise with subject departments across the school particularly regarding transition, and external agencies such as Exam Boards, and the Educational Psychologist etc.
To co-ordinate the application for and of special arrangements in external examinations in conjunction with the Examinations Officer.

Teaching and learning

To influence the Teaching and Learning policy to promote aspects of inclusive teaching.
To work with colleagues across the school to set and maintain high standards of teaching and learning across the age and ability range.
To provide strategic vision for ALN/EAL provision and plan how to translate this into practice.
To play a leading role in maintaining/establishing the whole school culture and ethos of inclusion and providing strategies to support pupils with ALN, More Able and Talented (MAT) and EAL to meet the school’s demanding expectations
To collate information from all relevant sources and stakeholders to prepare the individual education plans (IEPs).
To formally review IEPs at least annually and to check the plan is working on an on-going basis.
To support colleagues to plan learning experiences that ensure that differentiation for learners who require targeted support and/or intervention is highly sophisticated in order to ensure the best standards and outcomes for ALL students.
To monitor the impact of teaching and learning activities on the progress made by pupils with ALN/EAL through monitoring activities including:

Lesson observations
Work and planning scrutiny
Pupil discussions
Analysis of results and assessment data
Attending planning meetings
Leading staff training
Informal discussions

Use this analysis to identify effective practice and areas for improvement and, in conjunction with the leadership team, take action to further improve the quality of teaching and learning across the school.

To contribute to INSET where appropriate; this may include being a part of working parties.
To provide opportunities for observation of colleagues/visits to other schools to share best practice.
To collect and interpret specialist assessment data gathered on pupils and use to inform practice.
To work with pupils, subject leaders, class teachers with tutorial/pastoral responsibilities to ensure realistic expectations of achievement are set for all pupils, including ALN/EAL pupils.
To support developments and initiatives to improve standards in literacy and numeracy as well as access to the wider curriculum.
To oversee and monitor the quality of IEPs and other support plans such as pastoral support plans, and maintain detailed information for subsequent meetings with parents.
To develop systems for colleagues to monitor and record progress made by pupils with ALN towards the achievement of targets set in IEPs and support plans.
To review IEPs and support plans twice a year with parents, students and teachers and agree and communicate new targets.
To ensure that the school meets its statutory responsibilities for ALN statements and their Annual Review.
To liaise with the Examinations Officer to ensure Educational Psychology reports are up to date and provision for special needs for all examinations are identified and met.

Leadership and Management

To manage ALN across the school and to be instrumental in planning for continual evaluation and improvement.
To promote an atmosphere of continuing professional development and to share good practice with colleagues.
To produce annual Departmental Improvement Plans based on review, analysis, comparison of performance, target setting, planning to take action, implementation, and monitoring as part of the school's quality assurance procedures.
To develop positive working relationships with all staff and support their professional development.
To encourage all staff to recognise and fulfil their statutory responsibilities.
To identify the training needs of staff and organise/coordinate INSET and CPD opportunities for them.
To disseminate procedural information such as recommendations of the code of practice or the school’s own ALN policy.
To ensure the establishment of opportunities for ALN Teaching Assistants to review the needs, progress and targets of pupils with learning difficulties.
To provide regular information to the Co-principals and governing body on the evaluation of the effectiveness of provision for pupils with ALN/EAL, to inform decision-making and policy review.

Efficient and effective deployment of staff and resources

To draw up the annual provision map.
To provide advice to the Co-principals relating to resource requirements and timetabling in relation to the support of pupils with ALN.
To maintain existing resources and explore opportunities to develop or incorporate new resources from the wide range available within and externally to the school.

Curriculum

To ensure that work in support of departmental schemes of work is developed and reviewed regularly.
To manage teaching and material resources to ensure the effective learning of all students.
To contribute to the work of the school’s pastoral team.

Ethos and Culture

To provide support in promoting an ethos and culture within the department that is in line with achieving the aims of the school.
To facilitate, within the whole school, behaviours that support and contribute towards developing the values of the school.
Develop and maintain positive working relationships with parents/carers.

Other Duties

Carry out any other duties as directed by the Co-principals commensurate with the general level of responsibility of the post.

Whilst every effort has been made to explain the main duties and responsibilities for the post, each individual task undertaken may not be identified, especially in the context of a school which requires flexibility in all of its employees.

This job description is current at the date shown but, in consultation with the post holder, may be changed by the Co-principals to reflect or anticipate changes in the job commensurate with the grade and job title.

ALNCo (Additional Learning Needs Co-ordinator)

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