Special Education Needs Coordinator (SENCO) and Inclusion Support Teacher

Job details

Salary: To be confirmed based on experience

Contract type: Full-time and permanent

Reporting to: Head of Inclusion

Responsible for: Inclusion Support Teachers

Main purpose

The SENCO will, under the guidance of the head of inclusion:

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Lead the strategic evolution of the special educational needs (SEN) policy and provision within the school.

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Oversee the daily implementation of the SEN policy and coordinate tailored support for individual pupils with SEN or disabilities.

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Offer professional advice to colleagues, collaborating closely with staff, parents, carers, and various external agencies.

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While the SENCO will oversee provision for pupils with SEN or disabilities, the class teachers will be responsible for the everyday education and support of those pupils in their classrooms.

Qualifications and Training

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Possession of Qualified Teacher Status (QTS).

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Completion of the National Professional Qualification (NPQ) for SENCO.

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A bachelor’s degree is mandatory.

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A master’s degree in special educational needs is desirable.

Experience

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Experience at a whole-school level.

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Experience working with children with diverse SEN.

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Involvement in self-evaluation processes and development planning.

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Experience in conducting training or leading INSET.

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At least 2 years of successful primary teaching experience within the British Curriculum is desirable.

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Experience teaching in the UAE is desirable.

Skills and Knowledge

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Strong understanding of the SEND Code of Practice.

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Knowledge of what constitutes ‘quality first’ teaching and effective intervention strategies.

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Capability to plan and assess interventions.

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Data analysis skills and ability to utilize data for provision planning.

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Excellent communication and interpersonal abilities.

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Skill in fostering effective working relationships.

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Aptitude for influencing and negotiating.

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Proficient record-keeping skills.

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Safe and ethical use of AI to enhance learning.

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Familiarity with UAE policies and the inspection framework is desirable.

Personal Qualities

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Dedication to achieving optimal outcomes for pupils and upholding the school's ethos and values.

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Commitment to equal opportunities and ensuring positive outcomes for pupils with SEN or disabilities.

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Ability to perform under pressure and prioritize tasks effectively.

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Commitment to confidentiality at all times.

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Dedication to safeguarding and equality.

Duties and responsibilities

Strategic development of SEN policy and provision

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Maintain a strategic perspective on provision for pupils with SEN or disabilities, monitoring and evaluating the quality of services.

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Contribute to the school’s self-evaluation, particularly regarding SEN or disability provisions.

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Ensure the effective execution of the SEN policy, with objectives reflected in the School Improvement Plan (SIP).

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Stay updated on national and local initiatives that may influence the school’s policies and practices.

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Assess the effectiveness of resource usage and propose adjustments to optimize resource allocation.

Operation of the SEN policy and coordination of provision

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Keep an accurate inclusion register and provision map.

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Guide colleagues on teaching strategies for pupils with SEN or disabilities and advise on the graduated approach to support.

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Assist colleagues in implementing differentiated teaching strategies tailored to individual pupils with SEN.

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Advise on budget allocation and resource utilization to effectively meet pupil needs, including staff deployment.

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Stay informed about local offer provisions.

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Collaborate with early years providers, other educational institutions, educational psychologists, health and social care professionals, and external agencies.

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Serve as a primary contact for external agencies, particularly the KHDA.

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Analyze assessment data for pupils with SEN or disabilities.

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Lead and implement intervention groups for pupils with SEN, assessing their effectiveness.

Support for pupils with SEN or disabilities

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Identify individual pupils’ SEN.

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Coordinate appropriate provision for each pupil and monitor its effectiveness.

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Secure necessary services for pupils.

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Ensure that records are maintained and updated.

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Review education, health, and care (EHC) plans with parents/carers and the pupil.

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Maintain regular communication with parents/carers.

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Ensure a smooth transition for pupils transferring to other schools by conveying relevant information.

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Promote the pupil’s inclusion within the school community and access to the curriculum, facilities, and extracurricular activities.

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Collaborate with the designated teacher for looked-after children (LAC) when a looked-after pupil has SEN or disabilities.

Leadership and management

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Engage actively with the senior leadership team and governors to ensure compliance with the Equality Act 2010 regarding reasonable adjustments and access arrangements.

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Prepare and review information that the governing board is required to publish.

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Contribute to the SIP and broader school policies.

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Identify training needs for staff and strategize how to address these needs.

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Lead INSET training for staff.

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Disseminate procedural information, such as the school’s SEN policy.

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Foster an ethos and culture that supports the school’s SEN policy and aims for positive outcomes for pupils with SEN or disabilities.

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Manage teaching assistants (TAs) who work with pupils with SEN or disabilities.

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Conduct staff appraisals and generate appraisal reports.

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Continuously assess staff performance.

Safeguarding

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Collaborate with the designated safeguarding lead (DSL) regarding safeguarding and welfare matters for pupils with SEN.

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Remain vigilant to the increased vulnerability of pupils with SEN to safeguarding issues.

Other areas of responsibility

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Ensure full compliance with all regulations, policies, and frameworks mandated by the KHDA, BSO, and the UAE Ministry of Education.

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Assist the leadership team in preparing and executing the KHDA inspection process, developing and adhering to post-inspection action plans.

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Contribute to the success of the UAE National Agenda.

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Maintain positive and professional communication with all KHDA and government officials, representing the school at required forums and meetings as directed by the Principal.

The SENCO will be responsible for safeguarding and promoting the welfare of children and young people, adhering to school policies and the staff code of conduct.

Please note that this description is indicative of the general nature and level of responsibility associated with the role. It is not an exhaustive list of tasks that the SENCO will undertake. The postholder may be required to perform additional duties appropriate to the role, as directed by the head of inclusion or principal.