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Open nowPosted 9 days ago

Deputy SENDCO

Teaching Vacancies (DfE)5,676 open roles

Where
Gloucester, South West, United Kingdom
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Your applicationOpen nowDeputy SENDCOTeaching Vacancies (DfE) · Gloucester, South West, United Kingdom

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This job: posted 9 days ago

The posting

Make a Lasting Difference Through Inclusion

At Gloucester Academy, we believe that high-quality support and inclusive practice can transform educational outcomes for young people. We are seeking a dedicated Deputy SENDCO to support the whole school SEND in partnership with the SENDCO, to enhance inclusion and improve student outcomes for all students on the SEND register.

About the Role

The Deputy SENDCO will promote the progress and achievement of SEND students throughout the academy. This role will be student-focused and will ensure high standards and expectations for both SEND students and staff. The Deputy SENDCO will work closely with the SENDCO to ensure all SEND needs are met within the academy, this includes deputising for the SENDCO in their absence.

Key aspects of the role include:

  • Support with Access Arrangements and SEND assessment screening
  • Complete Assess Plan Do Review Meetings
  • Gather together EHCP evidence in line with the application process
  • Take part in parental meetings
  • Ensure SEND statistics are current and accurate
  • Attend and minute Safeguarding meetings relevant to SEND students
  • Maintain contact with the parents of SEND students
  • Promote a culture where students, staff and parents, have high expectations
  • This is not an exclusive list of the roles and responsibilities

We're Looking For Someone Who:

  • Extensive experience of supporting SEND students within a school setting
  • Degree in a curriculum related subject and a strong academic record
  • Holds a HLTA qualification or other qualification in supporting people with SEND, however this is not essential
  • Has experience in managing a tea,, however this is not essential

About Gloucester Academy

At Gloucester Academy, we have built our ethos on a strong set of core values which underpin everything that we do. Our aim is to give students at Gloucester Academy a better chance of success than if they attended any other school in the country. Ambition, excellence and pride run through all aspects of school life.

Ambition

We have a strong desire and determination to achieve success. We believe there are no limits to what can be achieved. We do what it takes for as long as it takes. In other words, we go for it every day!

Excellence

We strive for greatness in everything we set our minds to. We endeavour to do our very best and excel in all aspects of school life.

Pride

We are ‘fiercely’ proud of ourselves, our school, our community and our Trust. We hold our heads high and feel a sense of togetherness and joy in our school.

Why Join Greenshaw Learning Trust?

At Greenshaw Learning Trust, collaboration sits at the heart of everything we do. As part of our family of schools, you'll benefit from shared expertise, high-quality professional development and opportunities to grow your career across the Trust.

We offer our staff:

  • Professional development and career progression
  • Generous pension scheme
  • Blue Light Card
  • Eligibility for Teacher Art Pass
  • Employee Assistance Programme
  • Gym discounts
  • Free eye tests
  • Cycle to work scheme
  • Being part of a supportive and ambitious organisation

If you share our commitment to helping every child thrive, we would be delighted to hear from you.

Please download the recruitment pack for further information.

The closing date for receipt of applications is Sunday 18th October 2026. We reserve the right to appoint before the closing date.

We are committed to building an inclusive, diverse workplace where everyone can thrive. If you require any support or adjustments to interact with us, please let us know.

Greenshaw Learning Trust is committed to safeguarding and promoting the welfare of children and young people and expects staff and volunteers to share this commitment.

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