SEND Engagement Facilitator

SEND Engagement Facilitator

Fixed Term, Full Time

£26,725 to £31,441 per annum

Location: North Essex

Working Style: Community-based worker

Closing Date: 4th October 2026

Interviews: 14th October

Please note that visa sponsorship is not available for this role. Applicants must have a current, unrestricted right to work in the UK.

This is a fixed term contract / secondment opportunity until 31st March 2028.

Essex County Council has embarked upon a programme of change for provision and services with the ambition to profoundly improve the outcomes and life experience of children and young people with Special Educational Needs and Disabilities (SEND).  Our vision is for a SEND system which identifies and assesses need at an earlier stage, and which provides appropriate and impactful support without such high dependence on Essex County Council's statutory services.   

The SEND Engagement Facilitator will support sustainable inclusion for children and young people with SEND, through targeted support to educational settings, families and partners. They enable collaborative practice in throughout One Planning and ensure a joined-up approach to the Assess, Plan, Do, Review Cycle, particularly at points of transition for CYP.  

This SEND Engagement Facilitator (EF) role will have a focused EF caseload within the Education Otherwise than in School/College (EOTIS/C) workstream. Education otherwise than in school or college (EOTIS/C) | Essex Schools Infolink

Responsibilities will include collaborating with parent/carers, young people and professionals to organise and facilitate Education Health and Care Plan (EHCP) Annual Reviews and One Planning. One Planning | Essex Schools Infolink

The EOTIS/C EF will sit with the Engagement Facilitator team, line managed by the Senior Engagement Facilitator but will also work closely with the SEND Operations Team.

With an RQF level 3 qualification or equivalent by experience, thorough knowledge of the SEND Code of Practice 2015 and experience of working with young people with SEND and extensive stakeholder engagement and collaboration. 

Accountabilities

• As part of a multi- disciplinary team, provide targeted intervention to families and professionals at points of change, challenge and transition to support longer term resilience and the dialogue essential to the success of CYP educational placements and outcomes.   
• Utilise and model enabling, collaborative and person-centred ways of working to ensure pupil and family voices are captured, valued and held at the heart of the 0-25 planning for CYP.  
• Identify and facilitate effective ways of gathering, recording and sharing information about a CYP, their family, setting or situation to inform the planning for them, through statutory or non-statutory plans.   
• Support the partnership between educational setting staff, families and other stakeholders to promote shared understanding of the aspirations, needs, outcomes and required provision for CYP.   
• Work directly with CYP and their families to develop their understanding of and participation in assessment, planning and decision-making processes in order that their plans and implementation are fully coproduced and understood.  
• Act as a model of good One Planning to LA colleagues, and as a conduit of information for targeted work with families and educational settings, allowing the Inclusion and SEND Operations teams in each quadrant to work cohesively as part of early intervention approaches.  
• Plan, deliver and evaluate a range of development opportunities for staff in educational settings in relation to partnership and person-centred practice and its application, enabling educators to embed this approach within their engagement with families.   
• Build and maintain effective links across Education, including SENDIASS and the SEND Innovation and Strategy team, in order that good One Planning practice and its impact is identified, implemented and evaluated with appropriate input from families and the community.  

Skills, Knowledge and Experience

• Possesses a minimum of RQF Level 3, or equivalent by experience.   
• Ability to work autonomously, with confidence to make key decisions regarding the appropriate next steps for a child/young person and their family. 
• Thorough knowledge and understanding of the SEND Code of Practice and how it impacts on assessment, planning, provision and review for CYP on a day to day basis. 
• Have significant experience of working successfully with children with SEND in a school and/or home setting. 
• Significant experience of working effectively in partnership with families and professionals, including our partners, in a multi-agency environment. 
• Demonstrate excellent interpersonal skills with an understanding of how to facilitate and mediate in situations which are perceived as challenging.  
• Evidence of ability to develop skills, knowledge and experience within role, including a willingness to chair/facilitate meetings and plan/deliver training to small groups of adults.  

To read more about our business area, please visit: Education

Why Essex?

As one of the largest and most dynamic UK local authorities, Essex offers a stimulating public service environment. Covering over 1,420 square miles and serving 1.8 million residents, we're committed to transformational change and delivering better quality at lower cost. Recognised in the top three of the latest IMPOWER index for productivity, we ensure everyone matters in Everyone's Essex. With flexible working options and a focus on innovation, whether you are looking to develop your career or contribute to the local community, Essex is the ideal place for you.

Essex County Council is proud to be a Disability Confident Leader. We're committed to interview all disabled applicants who choose to apply under our Job Interview Scheme if they meet the minimum requirements of the job. Please speak to our Recruiters if you require any reasonable adjustments during the process. We're also committed to interview all veterans and care leavers, who meet the minimum requirements of the role for which they are