SENCo at Durham International Schools

Key Responsibilities

• Management and Leadership of the schoolwide SEN provision
• Together with the Heads of School and Board of 
• Directors, determine the strategic development of the SEN provision in the School.
• Ensure the School has a clear approach to identifying and responding to students  with special educational needs (Identifying needs at the earliest point and then making effective provision improves long term outcomes for the child or young person).

Day to day responsibility for the operation of the 

• SEN provision school wide and oversight of the specific provision made to support individual students with SEN across the whole school.
• Annual review of school policies related to students who learn differently (including SEN policy, EAL policy, G&T policy and parts of Curriculum policy).
• Monitor the effectiveness of the School’s programmes of support and resources used through the annual review and evaluation of the breadth and impact of the support the School is offering for SEN, EAL and G&T.

Assessment and Identification of Educational Needs

• Ensure the identification of SEN is built into the overall approach to monitoring the progress and development of students.
• Using a team approach, identify students who require additional support, using available data and coordinating appropriate testing/assessment of students as required.
• Involve parents in the discussion about early concerns making sure parents receive the information, advice and support that they need to participate in the decision-making process regarding interventions and support to be put in place in order to achieve specified outcomes/progress. 

Management of Students’ Programmes of Support

• Share information with teachers on known students’ learning difficulties and associated teaching strategies to support students’ learning and achievement.
• Ensure programmes of support are actioned inline with the Special Educational Needs Policy
• Manage the EAL programme of support for English second language speakers.
• Manage extension activities to ensure the more able students are challenged across year groups.
• Use professional learning opportunities to improve and develop understanding of best practice in special education, and behaviour management.
• Support teaching and support staff in the differentiation of curriculum materials to support diverse learning needs.
• Provide professional guidance to colleagues and work closely with staff, parents and other agencies.
• Be the point of contact for external specialists.
• Make referrals and liaise with professionals outside of the school including psychologists, speech and 
• language therapists and occupational therapists.
• Provide one-on-one or small group teaching support to students with learning difficulties.

Monitoring Progress and Reporting

• Ensure the records of all students with SEN are maintained and used to track progress and achieve the best possible educational for the students.
• Maintain accurate and complete records of all meetings and assessments related to students.
• Ensure IEPs are completed and chair termly review meetings with parents and class teacher. 
• Produce regular reports and updates on the educational progress of children to teachers and parents.
• Maintain an up-to-date register of students with learning support needs.

Professional Development of Staff

• Prepare and lead SEN training for teachers and teaching assistants
• Ensure teaching staff have the relevant skills and 
• knowledge to support children with learning and 
• language needs through training that targets:
• Understanding different kinds of educational needs and ways to support them in the classroom.
• The School’s approach to identifying and addressing SEN needs.
• Strategies and specific activities that teachers can use in their classrooms to support different learning and language needs.
• Durham’s team approach (parents, school, external specialists) for the assessment and supporting of educational needs.

Schoolwide Resourcing

• Ensure that the school is equipped with adequate resources and equipment for diverse special educational needs.
• Manage and develop budgets for schoolwide resources for use in class rooms, for the Learning 
• Enrichment department, for books in the library, for diverse seating to meet sensory needs, etc.  
• Oversee the annual schoolwide purchases. 

Management of Access Arrangements

• Apply to exam boards to put in place access arrangements for students who qualify for public exam accommodations; and coordinate venues around the school for students with access arrangements to sit for their exams.
• Liaise with ICT regarding computers/laptops used in the Learning Support Department and for exams. 
• Liaise with Facilities to book rooms to meet accommodations requirements.

Other Responsibilities

• Contribute to the busy life of the School through participation in the School’s co-curricular programme.
• Attend parents meetings as appropriate.
• Actively participate in school activities and events such as assemblies, plays, concerts, workshops, open events, trips and visits and fundraising ventures. 
• Engage in continual self-assessment and keep current with curriculum and educational developments. 
• Contribute to the continuous cycle of improvement of curriculum., schemes of work and resources within the school.

Person Specification
The successful candidate will: 

• Be a fully qualified teacher with a minimum of  5 years teaching experience 
• Have a valid Teacher Services Commission Certificate (if applying from Kenya) or a PGCE or QTS or equivalent (for overseas applicants) 
• Have a minimum of a Level 5 qualification in Specific Leaning Difficulties  
• Be an enthusiastic and passionate educator 
• Have excellent interpersonal skills with students, colleagues and parents
• Be adventurous, adaptable and excited by new experiences