Special Education Coordinator, Littledean

Reports To: Louise Dawson, Head of Education

Position Type: Full time

Salary: £35,000 Plus – dependent on experience, subject to 6-month review

Start date: August 2026

We are seeking an inspirational SEND & Inclusion Manager to join our passionate team. This is a vital role for someone who can mentor staff, model professional excellence, and drive inclusive, student‑centred support across our organisation.

AccXel is a multi‑award winning, Ofsted Outstanding centre of excellence, raising standards, pushing boundaries, and changing the status quo of local education.

AccXel is not a typical education provider; we also create alternative educational pathways for young people across Gloucestershire and beyond who may not thrive in mainstream settings. Our focus is on rebuilding confidence, re‑engaging learners, and delivering real, impactful change through:

• Vocational training
• Functional Maths and English
• Small class sizes and tailored learning
• Supportive, flexible teaching environments

As SEND & Inclusion Manager, you will:

• Take strategic oversight of students with EHCPs and additional needs
• Lead Annual Reviews and Independence Assessments/Reviews
• Liaise with Local Authorities to ensure streamlined and effective partnerships to benefit young people
• Identify and deliver appropriate levels of support in line with the graduated approach and EHCP provision
• Work with the teaching staff to ensure consistent, inclusive practice
• Innovate approaches that empower young people to become resilient and independent, and help them realise education as a vital life foundation

You will also champion AccXel’s ethos of holistic, person‑centred learning and work with learners who may have complex personal barriers, including social, emotional, and mental health (SEMH) needs.

We’re looking for someone who:

• Is passionate about transforming lives through education
• Has experience in SEND management and knowledge of EHCP processes
• Understanding of practices to overcome barriers associated with SEND/SEMH
• Can inspire and lead staff through effective mentoring and example
• Is innovative, proactive, and driven by student success

At AccXel, you won’t just be taking on a job, you’ll be part of a team. You’ll have the opportunity to:

• Make a genuine difference in the lives of young people
• Work within a values‑led organisation where students come first
• Shape inclusive practices and help others grow
• Join a collaborative and supportive team that believes in change

Please note:

This post is considered as Regulated Work with vulnerable children and/or protected adults; therefore, AccXel follows a Safer Recruitment Policy and process, this appointment will be conditional on successful pre‑employment and enhanced DBS checks.

AccXel Ltd is an equal opportunities employer and positively encourages applications from suitably qualified and eligible candidates regardless of sex, race, disability, age, sexual orientation, gender reassignment, religion or belief, marital status, or pregnancy and maternity.

KEY RESPONSIBILITIESSEND & EHCP Oversight

• Provide strategic leadership for learners with EHCPs, SEND or additional support needs
• Oversight of EHCP legal consultations from Local Authorities, ensuring responses are appropriate and within statutory timeframes
• Coordinate and lead EHCP annual reviews, ensuring high‑quality discussion leading to meaningful outcomes, multi‑agency contributions and completion within statutory timeframes
• Using the graduated approach and ongoing assessment of independence, evaluate support provisions and student progress accurately
• Maintain accurate and up‑to‑date student profiles, including provision maps, intervention logs and outcome tracking
• Ensure that all support provision promotes and develops learners’ resilience, independence and employability
• Liaise with Local Authorities and external agencies to report on learner progress, outcomes, and destinations

Support & Inclusion Planning

• Lead the implementation of the Graduated Approach to SEND support (Assess – Plan – Do – Review)
• Collaborate with teaching and support staff to identify and implement impactful and personalised strategies to support students
• Provide expert advice on reasonable adjustments to foster inclusive learning environments
• Manage and oversee referrals to external support services as required
• Actively participate in enrolment and induction processes to ensure smooth transitions and early assessment of needs
• Mentor and support teaching and SEND Support staff, modelling high expectations and standards of inclusive practice
• Deliver impactful training sessions and share of best practice to enhance staff expertise in SEND and SEMH support
• Provide ongoing coaching and professional development to ensure all staff feel confident and equipped to use inclusive practices to meet needs of students
• Oversee and assist staff in developing and implementing individualised support plans

SEMH Management

• Lead on the design and implementation of strategies to support students with SEMH needs, embedding mental health and wellbeing into daily practice
• Work collaboratively with pastoral teams to develop, implement and review behaviour support and crisis management plans
• Promote a trauma‑informed and emotionally intelligent culture across the organisation

Quality & Compliance

• Monitor and evaluate the effectiveness and impact of SEND provision, reporting outcomes regularly to the senior leadership team
• Contribute to self‑assessment reports, quality improvement planning, and inspection readiness
• Ensure all practices are aligned with SEND Code of Practice, safeguarding legislation, and AccXel policies
• Actively contribute and support the departmental Self‑Assessment Report (SAR) and Quality Improvement Plan (QIP)

General

• To write directly managed staff appraisals and to have significant input into teaching and support staff appraisals in line with the relevant manager
• Undertake any other reasonable duties as required. Over time, the responsibilities of this role may evolve; any changes will be made in consultation with the post holder and reflected in a revised job description. The company’s appraisal process will serve as the formal mechanism for reviewing and updating this document.

What We Offer

• A supportive, ambitious, and forward‑thinking work culture.
• Clear pathways for professional development and career progression.
• Access to training and educational opportunities.

Employment Package

• 33 days annual leave (including bank holidays)
• Monday–Friday, 8am – 4.30pm (30 minutes lunch paid)
• Laptop, uniform and mobile phone provided.
• Free parking
• Training, development and professional qualification opportunities
• Team building events and away days

Person Specification

• Evidence of ongoing professional development in SEND, EHCPs, or SEMH
• Proven experience working with students aged 14–19 with SEND and/or SEMH needs
• Experience leading EHCP reviews and liaising with Local Authorities
• Demonstrable experience mentoring and developing staff
• Experience working in alternative or non‑mainstream education settings
• Strong understanding of the SEND Code of Practice and statutory EHCP responsibilities
• Excellent communication and interpersonal skills
• Ability to create inclusive learning strategies and assess individual needs
• Skilled in working with families and external agencies to support learners
• Organised, with attention to detail and record‑keeping
• Ability to lead by example and support staff development
• Strong reflective practice and a solution‑focused mindset
• Confidence in managing difficult conversations professionally and empathetically
• Patient, compassionate, and resilient
• Passionate about inclusion and committed to improving outcomes for vulnerable learners
• Adaptable and creative in problem‑solving
• Emotionally intelligent, with a trauma‑informed approach
• Commitment to safeguarding and promoting the welfare of young people
• Qualified Teacher Status (QTS), or equivalent
• SENCO qualification (or working towards it)
• Mental Health First Aid or similar SEMH‑focused training
• Experience of working in an alternative provision or specialist setting
• Involvement in quality assurance or Ofsted inspections
• Previous experience supporting transitions (post‑16 pathways, independence skills)
• Ability to lead multi‑agency planning meetings

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