SENDCo
Mayville Primary School
Waltham Forest
- £34,514 - £51,179 per year
- Quick apply
- Expired
- Salary:
- Main Teachers Scale/Upper Pay Scale/SEN TLR
- Job type:
- Full Time, Part Time, Permanent
- Start date:
- ASAP
- Apply by:
- 25 January 2024
Job overview
Mayville Primary School, a vibrant community school in the heart of East London, seeks to appoint a motivated and passionate SENDCo to start as soon as possible.
At Mayville, we have cultivated an environment where children are supported in becoming confident and independent young people, who thrive on challenges, and are motivated to learn. All schools have their own distinctive ‘feel’, which makes each one unique. We believe that the ‘special feel’ at Mayville Primary comes from our caring, supportive and friendly environment. Mayville also hosts a range of excellent facilities, including a football size astro-turf pitch, nature garden and our very own amphitheatre.
The right candidate, as well as being an excellent teacher who is able to model good practice to colleagues, will also have an understanding of statutory processes around SEND, for example those related to requesting and maintaining Education, Health and Care Plans (EHCPs). We would be very happy to accept applications and enquiries from any teachers without the SENDCO qualification, but with experience of supporting learners with additional needs. We are willing to invest in and support the right candidate to achieve the NASENCO qualification and this role would be well suited to someone currently in a Deputy/Assistant SENCO role who feel they are ready to step up into a SENCO role.
The successful candidate would be joining our school at an exciting transition point. We have recently secured investment for an expansion to our building, and everyone at Mayville Primary School is excited by the ways we might use this additional space to enhance our ability to meet the needs of all learners. The successful candidate would have the exciting opportunity to lead and shape the future of this project.
The successful candidate would be joining a friendly and driven team of staff, all dedicated to positive outcomes for our pupils. They would have the opportunity to identify and coordinate training needs for our teaching staff, contributing to a culture of professional development staff and ensuring that best practice related to SEND is shared and discussed.
You will find the job description for this role below. If you have any queries about the role prior to applying, or would simply like to discuss any aspects of the candidate pack further, please email adam.grace@mayville.waltham.sch.uk
Attached documents
About Mayville Primary School
Mayville Primary School, based in Leytonstone, East London, is a mixed-gender school for children aged between three and 11. The school is an academy converter and has capacity for 465 pupils. It is bigger than the average-sized primary school.
Headteacher
Ms Sharon Parson
Values and vision
Mayville Primary School understands the importance of shaping a child’s future and hopes every child who leaves the academy leads a successful and happy life, thanks to the skills the teachers have taught them. The school is a big part of the community and values the opportunities it gets to work with the people within it, including parents.
The education that students receive at the Waltham Forest-based school is one that stimulates the mind. Mayville Primary celebrates each child’s success. Teachers act as positive role models to guide and educate pupils. Mayville aims to develop children who are happy to share their own ideas and experiences with their peers. The school believes pupil voice is at the heart of what it does, to empower all children to become confident, resilient and reflective independent learners.
Oftsed report
“Leaders, managers and governors are having a positive impact on improving teaching and raising pupils’ achievement. The school is continuing to improve. Pupils achieve well because teaching is consistently good and teachers have high expectations of them. Standards by the end of Year 6 were average in reading and mathematics in 2014. This represented good progress for almost all pupils.”
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