SENDCo Administrator and General Administrative Assistant
| Posting date: | 27 March 2026 |
|---|---|
| Hours: | Part time |
| Closing date: | 21 April 2026 |
| Location: | Bordon, Hampshire, GU35 0JB |
| Company: | Teaching Vacancies |
| Job type: | Permanent |
| Job reference: | 0d1972ba-eaa7-4a81-8734-2d1ae69ef648 |
Summary
What skills and experience we're looking for
The post holder will undertake a range of administrative duties to support the SENDCo and the administration team balancing different demands and being responsive and prompt in responding to requests relating to a broad range of topics.
Principal Accountabilities:
1. To undertake all general administrative duties and provide administrative support as directed by the SENDCo.
2. Provide general administrative support to the administrative and reception team as and when required.
3. In a professional and pro-active manner, supporting the SENDCo, undertake a range of administrative tasks, such as responding to correspondence, parent communications (telephone, email and written), external enquiries, liaising with external agencies, organising meetings, collating information for EHCP and SEND students, photocopying, scanning and reprographic tasks, maintaining stationery stock and other administrative duties.
4. To provide support to the SENDCo, including assisting with the management, coordination and administration of exams access arrangements.
5. To administer the process of student EHCP reviews, including the collation of information, arrange meetings, complete E-Hub pre meeting process and manage documentation for review meeting process. To input data between systems.
6. The post holder will work closely with the SENDCo, Deputy SENDCo and Administrator.
7. Support the SENDCo with appropriate tasks when necessary and support the work of the SEN department.
8. IT competencies, including Office 365, Outlook and Sharepoint (Excel, Word)
9. Liaise with SLT, Teaching & Support staff, Parents & Students and External agencies.
10. Maintain a professional relationship at all times when liaising and working with internal & external professional colleagues, and parent/carers
11. Attend relevant training events and department/school meetings as applicable to role
12. To contribute to the ongoing development of inclusion practices within the school, as appropriate to role
What the school offers its staff
At Oakmoor we offer a diverse programme of professional development to enable teachers to enrich their practice in areas that they have identified and want to develop. Professional development is closely linked to our school strategic plan, our Teaching and Learning Principles, and individual performance management. This is to ensure that we are improving and enhancing the school as well as our individual practice. We are committed to creating a culture where every teacher can continuously develop and improve, “not because they are not good enough but because they can be even better.” In such a culture “there is no limit to what we can achieve.” (Dylan Wiliam).
Our performance management system is entirely focused on teaching, with time provided for teachers to work on developing their practice. All teachers identify an aspect of their teaching to focus on, research evidence-based teaching strategies, and then undertake a period of deliberate practice, monitoring the impact of this on students’ learning. The outcomes of this are shared within departments and wider across the school so we all contribute to our professional learning community.
Staff also have access to wide variety of training opportunities, through the University of Chichester Academy Trust, the Research Schools Network, the National College, Hampshire Teaching and Leadership College, and a range of other providers. A number of colleagues have participated in the NPQ programmes in recent years. We encourage everyone on our team to take their professional development seriously and are keen to support wherever we can.
For Early Career Teachers (ECTs), our programme has been recognised as delivering the highest grading for guidance and support for our newly qualified teachers. Our ECTs have a mentor who works in partnership with them to ensure that they continue to develop throughout the academic year. Their mentor observes lessons and provides regular feedback on the quality of their teaching as well as offering helpful advice on how to improve further. This support programme continues once qualified teacher status has been achieved, as staff progress into our Recently Qualified Teacher (RQT) programme, This has been developed to ensure that support and professional learning is on-going, as we recognise that we have different needs at different stages of our career.
For professional services staff wishing to become teachers, we have a successful School Direct programme which is delivered jointly through our close link with the University of Chichester. This programme provides an opportunity to train with us for one year and includes a second placement in another school for one half term. When accepted onto our School Direct Programme, trainees are fully integrated into our staff team and are supported to ensure that they are given every opportunity to develop the skills required to become an outstanding teacher. To date, we have a 100% pass and employment rate and we expect to see this continue in the future.
Commitment to safeguarding
We are committed to safeguarding and promoting the welfare of children and young people and expect all staff and volunteers to share this commitment. Any appointment is subject to satisfactory completion of all relevant pre-employment checks.
The post holder will undertake a range of administrative duties to support the SENDCo and the administration team balancing different demands and being responsive and prompt in responding to requests relating to a broad range of topics.
Principal Accountabilities:
1. To undertake all general administrative duties and provide administrative support as directed by the SENDCo.
2. Provide general administrative support to the administrative and reception team as and when required.
3. In a professional and pro-active manner, supporting the SENDCo, undertake a range of administrative tasks, such as responding to correspondence, parent communications (telephone, email and written), external enquiries, liaising with external agencies, organising meetings, collating information for EHCP and SEND students, photocopying, scanning and reprographic tasks, maintaining stationery stock and other administrative duties.
4. To provide support to the SENDCo, including assisting with the management, coordination and administration of exams access arrangements.
5. To administer the process of student EHCP reviews, including the collation of information, arrange meetings, complete E-Hub pre meeting process and manage documentation for review meeting process. To input data between systems.
6. The post holder will work closely with the SENDCo, Deputy SENDCo and Administrator.
7. Support the SENDCo with appropriate tasks when necessary and support the work of the SEN department.
8. IT competencies, including Office 365, Outlook and Sharepoint (Excel, Word)
9. Liaise with SLT, Teaching & Support staff, Parents & Students and External agencies.
10. Maintain a professional relationship at all times when liaising and working with internal & external professional colleagues, and parent/carers
11. Attend relevant training events and department/school meetings as applicable to role
12. To contribute to the ongoing development of inclusion practices within the school, as appropriate to role
What the school offers its staff
At Oakmoor we offer a diverse programme of professional development to enable teachers to enrich their practice in areas that they have identified and want to develop. Professional development is closely linked to our school strategic plan, our Teaching and Learning Principles, and individual performance management. This is to ensure that we are improving and enhancing the school as well as our individual practice. We are committed to creating a culture where every teacher can continuously develop and improve, “not because they are not good enough but because they can be even better.” In such a culture “there is no limit to what we can achieve.” (Dylan Wiliam).
Our performance management system is entirely focused on teaching, with time provided for teachers to work on developing their practice. All teachers identify an aspect of their teaching to focus on, research evidence-based teaching strategies, and then undertake a period of deliberate practice, monitoring the impact of this on students’ learning. The outcomes of this are shared within departments and wider across the school so we all contribute to our professional learning community.
Staff also have access to wide variety of training opportunities, through the University of Chichester Academy Trust, the Research Schools Network, the National College, Hampshire Teaching and Leadership College, and a range of other providers. A number of colleagues have participated in the NPQ programmes in recent years. We encourage everyone on our team to take their professional development seriously and are keen to support wherever we can.
For Early Career Teachers (ECTs), our programme has been recognised as delivering the highest grading for guidance and support for our newly qualified teachers. Our ECTs have a mentor who works in partnership with them to ensure that they continue to develop throughout the academic year. Their mentor observes lessons and provides regular feedback on the quality of their teaching as well as offering helpful advice on how to improve further. This support programme continues once qualified teacher status has been achieved, as staff progress into our Recently Qualified Teacher (RQT) programme, This has been developed to ensure that support and professional learning is on-going, as we recognise that we have different needs at different stages of our career.
For professional services staff wishing to become teachers, we have a successful School Direct programme which is delivered jointly through our close link with the University of Chichester. This programme provides an opportunity to train with us for one year and includes a second placement in another school for one half term. When accepted onto our School Direct Programme, trainees are fully integrated into our staff team and are supported to ensure that they are given every opportunity to develop the skills required to become an outstanding teacher. To date, we have a 100% pass and employment rate and we expect to see this continue in the future.
Commitment to safeguarding
We are committed to safeguarding and promoting the welfare of children and young people and expect all staff and volunteers to share this commitment. Any appointment is subject to satisfactory completion of all relevant pre-employment checks.