Role: EHCP and High Needs Co-ordinator
Contract: Fixed Term until 16th April 2021 – Term Time Only
Hours: 37 hours per week
Salary: SP 22 - £23,814 per annum, pro rata,
Askham Bryan College is a large and growing specialist land-based College with centres throughout Yorkshire, Cumbria and the Tees Valley.
Our EHCP and High Needs Co-ordinator is to act as main contact point and support for students with EHCPs and High needs.
This role will be responsible for organising and coordinating of the High level SEN support processes by using a graduated approach for students that require a higher level of targeted support and/or undergoing the assessment process for an EHCP.
The role will be also be responsible for planning, leading and delivery of the annual reviews process, managing the administration of EHCPs and reviews to ensure that statutory time frames and duties are met by the College.
You will work with external support agencies and across the organisation, including Curriculum teams and support services, to ensure that the identified EHCP support needs, provision and outcomes are met.
The successful candidates will be required to undertake an Enhanced Disclosure check.
In return we can offer ample free parking, canteen facilities, and a range of employee benefits as well as the opportunity to work within spectacular grounds.
For more information, please refer to the Job Description and person specification.
Closing date: 9.00am on 30th October 2020
Interview date: tbc
The College is committed to safeguarding and promoting the welfare of young people and vulnerable adults and expects all staff, volunteers and partners to share this commitment.
The Governors and Staff at Askham Bryan College regard each learner as a unique individual and therefore seek to support learner development in ways, which will foster security, confidence and independence. We recognise that high self-esteem, peer support, a secure College environment and clear lines of communication with trusted adults helps all young people and adults particularly those at risk or suffering abuse. These are regarded as central to the wellbeing of the individual and are therefore seen to be an intrinsic part of all aspects of the curriculum and ethos.