SENDCo
| Posting date: | 20 January 2026 |
|---|---|
| Salary: | £32,000 to £35,952 per year, pro rata |
| Hours: | Part time |
| Closing date: | 19 February 2026 |
| Location: | Caversham Reading RG4 8JZ |
| Remote working: | On-site only |
| Company: | Chiltern Nursery & Training College |
| Job type: | Permanent |
| Job reference: | SENDJan26 |
Summary
Main Purpose of Job
To be responsible for the day-to-day operation of the setting’s SEND policy, and for coordinating provision across the setting demonstrating a flexible approach to adapting learning environments and supporting the staff team with differing approaches.
Main Duties and Responsibilities
Work with the manager of the setting to regularly review the SEND and disability policy and practice within the setting and agree how it will be implemented.
Implement SEND support and the graduated approach of assess, plan, do, review to meet the outcomes identified for the child. Support individual practitioners in implementing the approach for individual children. Meet the requirements for record-keeping in a way that supports a participative decision-making process.
Draw on a range of sources, including the views of the child, supported by reliable evidence of effectiveness, to inform their advice and support to colleagues on different approaches to improving children’s progress. Support practitioners to assess their skills and competencies, identify any gaps and implement next steps in professional development.
Ensure all practitioners in the setting understand:
• their responsibilities to children with SEND
• how to work actively and effectively within the Assess Plan Do Review SEND support in Early Years cycle.
• the setting’s approach to identifying and meeting SEND
• how the setting: responds to any cause for concern and identifies and responds to special educational needs.
• how the setting works in partnership with parents to identify a child as having SEND.
• how the practitioner and the SENDCO agree, in consultation with the parent and the child, the outcomes they are seeking for the child.
You will:
• identify and use training and other sources of support available to help explain the duties to colleagues.
• link with others who have a role in supporting the development and delivery of training both for individual settings and on a wider basis.
• make sure parents receive the information, advice and support that they need to participate in the SEND decision-making process.
• ensure parents are closely involved throughout and that their insights inform action taken by the setting.
• involve parents in the discussion of any early concerns, in identifying any SEND, and agreeing:
i. the outcomes being sought for the child
ii. the interventions and support to be put in place
iii. the expected impact on progress, development, behaviour
iv. date for review
• understand the local offer, including the provision that the Local Authority expects to be available from providers of all relevant early years education.
• understand the support available including:
• education
• health and social care services for disabled children and children with SEND
• services assisting providers to support young children with medical conditions
• childcare for disabled children and children with SEND
• services providing parents and children with information, advice and support on SEND and disability
• support groups who can support parent carers of disabled children.
• link with the local authority to liaise over individual children and links on wider strategic issues such as securing sufficient expertise and experience on SEND and disability locally.
• understand how funding supports settings in meeting children’s SEND.
• liaise with professionals or agencies beyond the setting, including, but not limited to:
i) SEND support or learning support services including ‘local offer’
ii) sensory support services or specialist teachers
iii) therapies such as speech and language therapy, occupational therapy and physiotherapy.
iv) support available to parents to aid their child’s development at home, including such services as Portage
v) Independent Advice and Support Services (IASS)
The Early Years SENDCO will understand:
• own responsibilities to children with SEND, their carers/parents
• the setting’s approach to identifying and meeting SEND
• how to determine reliability of evidence of the effectiveness of provision
• assess own skills and competencies, identify any gaps and next steps in professional development.
• identify and use training and other sources of support to address own development needs.
• keep up to date with meeting the setting’s needs.
• continually develop own practice
Effective practitioners reflect on their own practice and undertake continuous professional development.
General Duties and Responsibilities
• To work within the Policies and Procedures of CNTC
• To work within the EYFS framework requirements
• To work within the Health and Safety Policy and Procedures of CNTC
• To work in a manner consistent with the Inclusion and Diversity Policy and Procedures of CNTC
• To work in a manner consistent with the Safeguarding Children and Young People Policy and Procedures of CNTC
• To undertake any other duties which may be required by the Nursery Manager/Deputy Manager
Person Specification
Essential
• Be willing to work towards or hold a relevant L3 qualification in Special Educational Needs
• Maths and English GCSE 4 or above.
• A recognised level 3 childcare qualification, such as the NNEB, DCE, NVQ level 3 or equivalent.
• Two years post qualified experience.
To be responsible for the day-to-day operation of the setting’s SEND policy, and for coordinating provision across the setting demonstrating a flexible approach to adapting learning environments and supporting the staff team with differing approaches.
Main Duties and Responsibilities
Work with the manager of the setting to regularly review the SEND and disability policy and practice within the setting and agree how it will be implemented.
Implement SEND support and the graduated approach of assess, plan, do, review to meet the outcomes identified for the child. Support individual practitioners in implementing the approach for individual children. Meet the requirements for record-keeping in a way that supports a participative decision-making process.
Draw on a range of sources, including the views of the child, supported by reliable evidence of effectiveness, to inform their advice and support to colleagues on different approaches to improving children’s progress. Support practitioners to assess their skills and competencies, identify any gaps and implement next steps in professional development.
Ensure all practitioners in the setting understand:
• their responsibilities to children with SEND
• how to work actively and effectively within the Assess Plan Do Review SEND support in Early Years cycle.
• the setting’s approach to identifying and meeting SEND
• how the setting: responds to any cause for concern and identifies and responds to special educational needs.
• how the setting works in partnership with parents to identify a child as having SEND.
• how the practitioner and the SENDCO agree, in consultation with the parent and the child, the outcomes they are seeking for the child.
You will:
• identify and use training and other sources of support available to help explain the duties to colleagues.
• link with others who have a role in supporting the development and delivery of training both for individual settings and on a wider basis.
• make sure parents receive the information, advice and support that they need to participate in the SEND decision-making process.
• ensure parents are closely involved throughout and that their insights inform action taken by the setting.
• involve parents in the discussion of any early concerns, in identifying any SEND, and agreeing:
i. the outcomes being sought for the child
ii. the interventions and support to be put in place
iii. the expected impact on progress, development, behaviour
iv. date for review
• understand the local offer, including the provision that the Local Authority expects to be available from providers of all relevant early years education.
• understand the support available including:
• education
• health and social care services for disabled children and children with SEND
• services assisting providers to support young children with medical conditions
• childcare for disabled children and children with SEND
• services providing parents and children with information, advice and support on SEND and disability
• support groups who can support parent carers of disabled children.
• link with the local authority to liaise over individual children and links on wider strategic issues such as securing sufficient expertise and experience on SEND and disability locally.
• understand how funding supports settings in meeting children’s SEND.
• liaise with professionals or agencies beyond the setting, including, but not limited to:
i) SEND support or learning support services including ‘local offer’
ii) sensory support services or specialist teachers
iii) therapies such as speech and language therapy, occupational therapy and physiotherapy.
iv) support available to parents to aid their child’s development at home, including such services as Portage
v) Independent Advice and Support Services (IASS)
The Early Years SENDCO will understand:
• own responsibilities to children with SEND, their carers/parents
• the setting’s approach to identifying and meeting SEND
• how to determine reliability of evidence of the effectiveness of provision
• assess own skills and competencies, identify any gaps and next steps in professional development.
• identify and use training and other sources of support to address own development needs.
• keep up to date with meeting the setting’s needs.
• continually develop own practice
Effective practitioners reflect on their own practice and undertake continuous professional development.
General Duties and Responsibilities
• To work within the Policies and Procedures of CNTC
• To work within the EYFS framework requirements
• To work within the Health and Safety Policy and Procedures of CNTC
• To work in a manner consistent with the Inclusion and Diversity Policy and Procedures of CNTC
• To work in a manner consistent with the Safeguarding Children and Young People Policy and Procedures of CNTC
• To undertake any other duties which may be required by the Nursery Manager/Deputy Manager
Person Specification
Essential
• Be willing to work towards or hold a relevant L3 qualification in Special Educational Needs
• Maths and English GCSE 4 or above.
• A recognised level 3 childcare qualification, such as the NNEB, DCE, NVQ level 3 or equivalent.
• Two years post qualified experience.