OVERVIEW

The Special Needs Advocate plays a crucial role in supporting individuals with special needs and their families. This position involves advocating for the rights and needs of children, ensuring they receive appropriate services and support. The ideal candidate will possess a strong background in special education and related fields, along with excellent communication skills to effectively liaise between families, educators, and service providers.

QUALIFICATIONS

• Level 3 In Early Years childcare and Education
• Level 3 Special Educational Needs certificate
• Experience working with children with special needs, particularly in early years settings.
• Strong communication skills, both verbal and written, to effectively convey information to diverse audiences.
• Ability to educate others on best practices in special needs care and advocacy.
• A compassionate approach with a commitment to empowering individuals with special needs.
  This role is essential for fostering an inclusive environment where individuals with special needs can thrive. If you are passionate about making a difference in the lives of others, we encourage you to apply.
  Job Types: Full-time, Part-time, Permanent
  Pay: £12.30 per hour

Benefits:

• Company events
• Company pension
• Employee discount
• On-site parking

Work Location: In perso

• Work with the management team within the group to regularly review the SEN and disability policy and practice within the setting in line with LA updates from Network Meetings, guidance and legislation.
• Be responsible for the day-to-day operation of the setting’s SEN policy, and for coordinating provision across the setting.
• Implement SEN support and the graduated approach of: assess, plan, do, review to meet the outcomes identified for the child.
• To educate the staff team around the graduated approach to ensure they fully understand what this entails and the detail within each stage.
• To include the views of the child and their parents/carers, supported by reliable evidence of effectiveness, to inform their advice and support to colleagues on different approaches to improving children’s progress.
• To support practitioners to assess their skills and competencies, identify any gaps and implement next steps in continuous professional development.
• Ensure all practitioners in the setting understand:
• their responsibilities to children with SEN
• how to be proactive and work effectively within the graduated approach (Assess Plan Do Review) SEN support
• the setting’s approach to identifying and meeting SEN
• 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 SEN.

• how the practitioner and the SENCO agree, in consultation with the parent and the child, the outcomes they are seeking for the child.

• Link with others who have a role in supporting the development and delivery of training both for individual settings and on a wider basis. Ensuring parents are closely involved throughout and that their insights inform action taken by the setting The Early Years SENCO will:

• Make sure parents receive the information, advice and support that they need in order to participate in the SEN decision-making process.

• Understand how funding supports settings in meeting children’s SEN and disability.

• Liaise with professionals or agencies beyond the setting, including, but not limited to:

• SEN support or learning support services including ‘local offer’-sensory support services or specialist teachers

• therapies such as speech and language therapy, occupational therapy and physiotherapy
• support available to parents to aid their child’s development at home, including such services as Portage and Pre-school service

• Local voluntary agencies that provide support to children and their families.

• Area SENCO, inclusion officer, or equivalent where available.

• Understand their own responsibilities to children with SEN, their carers/parents- - the setting’s approach to identifying and meeting SEN

• how to determine reliability of evidence of the effectiveness of provision

• Keep up-to-date with meeting the setting’s needs.

• Uphold safeguarding in the highest esteem. Safeguarding of all children and a Duty of care towards all staff, regardless of role, level of seniority and location, have a responsibility to ensure the highest levels of safeguarding and promoting the welfare of our pupils, and we expect all our staff and volunteers to share this commitment. We must collectively create an environment where children feel safe to learn, play, and grow.