Head of Learning Support (SENCO)

Job Title:   Head of Learning Support (SENCO)

About our School

-educational independent preparatory school

(Reception to Y8). The majority of our (up to 285) pupils are Day Pupils. We also
St Paul’s Cathedral School is a co
accommodated in a purpose-designed boarding house. The Choristers follow an
educate the Choristers of St Paul’s Cathedral who are boarders at the school,
extended termly programme, enabling them to play a central role in Cathedral worship
at Christmas and Easter. Music permeates the whole life of the school and is central to
our ethos, in the context of a holistic education.

support of a dedicated and collegiate staff team. Around 85 teachers and support staff
Every day at St Paul’s Cathedral School, children achieve extraordinary things, with the
(full and part time), all contribute, directly or indirectly, to the safety and wellbeing, the
holistic development, progress and success of our pupils. Our philosophy is that all
achievement must be rooted in wellbeing.

noting that our parents feel that our location and exceptional ethos give pupils a strong
The Good Schools Guide has described us as ‘pastorally superb’ and a ‘joyful place’,
sense of being rooted in a community.

Job Description:

Head of Learning Support (SENCO)

We are delighted to welcome applications from outstanding, dynamic and suitably
experienced individuals for the role of Head of Learning Support (SENCO) from
September 2026 or preferably April 2026 if possible.

We are seeking an exceptional professional to lead our small department and contribute
to high quality learning support provision across the school.

The Head of Learning Support is line-managed by the Deputy Head Academic.

Whilst this is advertised as a full-time post, we are able to consider requests for part
time at 0.8 i.e.: 4 days.

Main Duties and Responsibilities:

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Provide inspirational leadership of SEND across the school, promoting inclusion
and high-quality provision for pupils with SEND.
Support the Head and deputies in determining the strategic development of
SEND across the school and ensuring the SEND policy is up to date and adhered
to by all staff.
Ensure that the school meets its statutory obligations regarding SEN under the
Equality Act, 2010 and SEND Code of Practice, 2014.
Ensure a high level of inspection readiness of SEND provision.
Maintain, review and develop the Learning Support register
Complete one-page learning support profiles for pupils on the Learning Support
register
Complete Individual Provision Maps for all children on the Learning Support
Register
Advise staff on procedures to raise SEND concerns, assessment, provision of
support and review of progress
Support all adults within school in understanding the needs of pupils with SEND
and delivering regular professional development sessions for teaching staff and
assistants.
Ensure a clear and comprehensive record of the graduated approach for
supporting SEND pupils is maintained, tracking support and progress
Ensure written records are kept as appropriate and in accordance with GDPR and
the Data Protection Act 2018
Work with parents, staff and external professionals to ensure high-quality
provision for pupils with SEND and any recommendations are embedded into a
pupil’s daily support.
Develop a collaborative and supportive relationship with parents ensuring they
are central to their child’s SEND support within school.
Liaise with external professionals such as Speech & Language Therapists,
Occupational Therapists, Educational Psychologists, Paediatricians and child
therapists and, where appropriate inviting them into school.
Interpret and share information from specialist assessment reports from
external professionals and use this information to inform SEND provision and
additional support.
Carry out observations and assessments at the earliest opportunity to support
understanding of additional needs and ensure support is put in place.
Develop a close working relationship with the Early Years Foundation Stage and
Pre-prep team to ensure staff are supported and potential SEND needs are
identified and supported as early as possible.
Work closely with the Deputy Head and Heads of Year to monitor the wellbeing
of pupils with SEND.
Plan, deliver and review targeted learning support lessons for individuals and
groups as part of the schools SEND provision plan.

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Meet with parents of pupils on the Learning Support register on a regular basis,
usually once a term.
Collate evidence to support access arrangement requests for pupils sitting
external school entrance examinations.
Line manage members of the learning support team, dyslexic tutor and school
counsellor
Oversee the work of the Mental Health Lead
Support the smooth transition to senior school for pupils with SEND by working
closely with Deputy Head Academic and parents and collaborating with chosen
senior schools.
Ensure statutory processes are adhered to for pupils with Education, Health and
Care Plans.
Line management.

Person Specification:

Qualifications and Training

Post Graduate Certificate of Education or equivalent
Qualified Teacher Status (QTS)
National Award for SEN Coordination (NASENCO) (or willingness to work
towards the new NPQ for SENCO’s).
Mental Health or ELSA qualification desirable

Experience

Experience working with children with SEN in an educational setting.
Experience of working with early years and primary-aged children.
Experience working with School MIS systems
General teaching experience within primary sector

Knowledge and Skills

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Skills

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Sound knowledge of the national primary curriculum and EYFS curriculum.
Up to date knowledge of effective pedagogy to inform high quality teaching
Excellent communication and interpersonal skills.
Strong organisational and time management skills.
Ability to lead and inspire others.
Ability to work collaboratively with a range of stakeholders.
Knowledge of current SEN legislation and best practice.
Ability to provide specialist teaching for pupils with complex SEND needs.
Strong I.T.

Knowledge of using technology to support learning

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Personal Qualities

Experience in EHCP process (desirable)
Experience of working with the Early Years

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The person employed as Special Educational Needs Coordinator needs to:

Possess excellent verbal and written skills.
Be personable, patient and supportive as the role involves supporting pupils,
parents and staff in a positive manner, as well as providing staff training.
Have excellent people management skills and the ability to oversee SEND
projects throughout the school.
Have an ability to handle and interpret data, including excel spreadsheets.
Work independently and as part of a team, as well as liaising closely with the
Senior Leadership Team.
Be proactive in their role, have excellent time keeping skills have integrity and
loyalty, maintaining confidentiality at all times.
Have strong leadership skills to coach and influence teaching and learning across
the school.
Ability to see things through to completion.

Terms and Conditions:

This  post  is  employed  (contract)  and  offers  a  competitive  salary  with  a  generous
Employer Defined Contribution pension scheme.

This is a school-based role working on-site. Lunch is provided.

Attendance at termly INSET is also required, as is attendance at the compulsory Cathedral
services including Advent and Palm Sunday (falling on Sunday’s).

We are committed to supporting the professional development of all our team members;
all staff may apply for support with relevant training courses.

Employees may also be entitled to discounted school fees for dependent children, subject
to the standard admission process and the availability of places.

The Pension scheme is managed by the Cathedral, using Aviva.

Application:

All applications must be made via the School’s application form (available on the school
tkeller@spcs.london.sch.uk.
website), accompanied by a letter addressed to the Head, Mrs Judith Fremont-Barnes.

Please submit your completed application and letter to

09:00 Tuesday 10th February 2026.

The closing date is:

In line with Keeping Children Safe in Education, online checks are conducted as part of
our application process for all new employees and all appointments are made subject to
pre-employment checks including an enhanced Disclosure and Barring Service certificate

Safeguarding:

Safeguarding
expected  to  share  our  commitment  to
children  in  our  care.
support
safeguarding
and Staff Code of Conduct.

is the responsibility of all staff at St Paul’s Cathedral School and all staff are
and  promoting  the  welfare  of  the
Staff  must  be  aware  of  the  procedures  within  the  school  which
Policy
and must  act in accordance  with the  school’s

Safeguarding

safeguarding

All job descriptions may be adapted to suit the skillset and experience of the post holder
and  are  kept  under  regular  review.  Job  descriptions  are  not  comprehensive;  the  post-
holder may at times be expected to carry out other tasks and undertake training in line
with business need when reasonably requested by the Head.