Pre-Prep School SENCo

Runnymede College, a distinguished British International school situated in Spain, is dedicated to providing top-notch education based on the British National Curriculum.

We are in search of a full-time Pre-Prep School SENCo to become part of our committed team starting in September 2026.

Pre-Prep School Special Education Needs Coordinator - Job Overview

Reporting to: Deputy Head (Pastoral), Deputy Head (Academic)

Key Internal Relationships:

Head of Pre-Prep, Headmaster, Assistant Headmistress Prep and Senior SENCos, School Counsellor, Nurse Learning Support Teacher, External Therapists, Class Teachers, Teaching Assistants, Heads of Department

1. Role Purpose:

The Pre-Prep SENCo will ensure outstanding support and provision for students with Special Educational Needs and Disabilities throughout the Pre-Prep School (Pre-Nursery to Year 3). This position will lead the identification, coordination, and implementation of SEND support within an inclusive early years and Key Stage 1 setting. The role combines strategic oversight of SEND provision with a teaching commitment within Pre-Prep, allowing for close day-to-day engagement in classroom practices and student progress. The SENCo will collaborate with teaching staff, senior leaders, the school counsellor, external professionals, and families to guarantee early identification, effective interventions, and consistent support for students.

i). Core Responsibilities

• Foster a school culture that champions inclusion, early intervention, and high aspirations for all students.

• Oversee SEND provision throughout the Pre-Prep School, ensuring effective internal support and optimal utilization of external resources.

• Manage the Pre-Prep SEND register, ensuring that all records, documentation, and support plans are accurate and current.

• Serve as the primary point of contact for SEND referrals from teachers, determining appropriate next steps and levels of support.

• Coordinate and supervise the work of external therapists operating within the school.

• Cultivate supportive and effective relationships with students with SEND and their families.

• Offer guidance and support to teachers to encourage inclusive classroom practices.

• Stay informed about advancements in SEND practices pertinent to early years and Key Stage 1.

• Collaborate closely with the Prep and Senior School SENCo teams to facilitate continuity and transition.

ii). Teaching, Learning, and Intervention

• Fulfill a teaching commitment within Pre-Prep according to the agreed timetable.

• Provide targeted learning support interventions for individual students and small groups, and oversee the Pre-Prep learning support teacher.

• Assist teachers in modifying teaching methods, learning experiences, and classroom settings to accommodate various needs.

• Lead professional development in Pre-Prep as well as whole school training sessions.

• Demonstrate inclusive practices and effective differentiation in Pre-Prep classrooms.

• Collaborate with teachers to ensure strategies recommended by external professionals are integrated into daily practice.

• Work with SENCos and SLT across the school to promote consistency in adaptive teaching.

iii). Pupil Progress and Wellbeing

• Monitor and respond to new referrals from teachers and concerns raised by parents.

• Review observations, assessments, reports, and teacher feedback to identify student needs.

• Support the emotional wellbeing of students with SEND, partnering closely with the school counsellor.

• Ensure that students with SEND have suitable and regularly updated Student Support Plans.

• Engage with students, when appropriate, to encourage self-awareness and confidence.

iv). Tracking & Monitoring

• Track the progress of students on the SEND register, monitoring academic, social, and emotional development.

• Collaborate with teachers to plan, assess, and evaluate provisions for students with SEND.

• Review the effectiveness of interventions and adjust provisions as necessary.

• Enhance standards of inclusion, attainment, and achievement for SEND students through diligent monitoring and support.

• Provide reports and updates to the Head of Pre-Prep and Senior Leadership Team as requested.

• Collaborate with SENCos and SLT to evaluate the progress of SEND children across the school and ensure every child is reaching their potential.

v). Reporting and Communication

• Ensure clear and effective communication with parents regarding SEND provision and student progress.

• Participate in parent meetings and contribute to review discussions as needed, including Pre-Prep parents’ evening.

• Assist teachers in effectively communicating with parents about SEND concerns and strategies.

• Contribute to parent information sessions related to SEND and inclusion.

vi). External Liaison

• Act as the primary contact for external professionals working within and outside the school concerning Pre-Prep SEND students.

• Coordinate assessments, reports, and follow-up recommendations from external agencies.

• Ensure that external guidance is clearly communicated to staff and consistently implemented.

• Support the organization of external support and assessments as necessary.

vii). Other Tasks:

• Provide short-term teaching cover within Pre-Prep as needed.

• Contribute to specific initiatives for particular cohorts.

• Undertake any other duties appropriate to the role as requested by Senior Leadership.

The ideal candidate will possess:
Essential
• A solid honours degree from a British University

• A PGCE or an equivalent qualified teacher status

• Experience teaching children aged 2–8.

• Comprehensive knowledge of SEND and inclusive practices in early years and KS1.

• Experience in delivering interventions and assisting classroom teachers.

• Native proficiency in spoken and written English

• Outstanding communication, organization, and interpersonal skills.
Desirable
• National Award for SEND Coordination (NASENCo) or its equivalent.

• Experience in a SENDCo or inclusion-focused leadership position.

• Experience collaborating with external therapists and authorities.

• Proficiency in Spanish.

• Experience as part of a senior safeguarding team.

• Background in a UK-based Private School or British International Overseas School.
Personal Attributes
• Child-centered, compassionate, and empathetic.

• Collaborative and solution-oriented.

• Flexible, proactive, and highly organized.

If you fulfill the criteria above and are eager to contribute to the development and success of young learners at Runnymede College, we invite you to apply for this fulfilling opportunity.

Please complete the application form and upload your CV and cover letter, including contact details for references.

Final date for applications - Friday 17th April 2026.

Only candidates selected for an interview will be contacted, with initial interviews conducted via Zoom on a rolling basis. The final round of interviews will take place in person at Runnymede College in Madrid. The School reserves the right to appoint a suitable candidate before the closing date. If you do not receive a response within six weeks of your application, please assume your application was unsuccessful.

We are an equal opportunity employer committed to diversity and inclusion in the workplace. Hiring decisions are based on the skills, experience, and attributes necessary for the role. We welcome applications from all qualified individuals.

Runnymede is dedicated to safeguarding and promoting the welfare of children, and applicants must be prepared to undergo child protection screening appropriate to the position, including checks with previous employers and the ACRO Criminal Records Office.