SENDCo - Special Educational Needs and Disabilities Coordinator

Sherborne Qatar seek a SENDCo for either an immediate or January 2025 Start Date.

JOB DESCRIPTION for SENDCo
 

Essential qualifications: Educated to degree level, Certified teaching qualification such as a PGCE, B.Ed, PGDE (with QTS), NASENCo or ISENCo.
 

Desirable: Certificate for Psychometric Testing and Access Arrangements (CPT3A).

This position is not suitable for ECTs.

Position: SENDCo

Reports to: Deputy Head Academic

Responsible for: Learning Support Teachers, Learning Support Assistants, School
Counsellor.
 

Purpose:
To further develop the support and provision for pupils within Sherborne Qatar who have Special Educational Needs and Disabilities (SEND), are Able, Gifted and Talented (AGT) or are Bi and MultiLingual Learners (BML). This is a key role in supporting the inclusive and family-orientated ethos of the school, by ensuring we cater for the needs of all our pupils. This post also supports our commitment to knowing all our pupils (and their parents) as individuals and subsequently providing holistic, individualised support for our pupils.
 

This position will require working closely with the subject and pastoral teams, the Deputy Head Pastoral, the Deputy Head Academic and the Learning Support Team across the Sherborne Qatar family of schools.
 

Teaching and learning
 

1. Support/teach pupils in individual, small group or class as part of the intervention program for SEND, BML and AGT.
2. Plan and deliver lessons, and other learning activities, in accordance with the school policies.
3. Maintain a purposeful and calm atmosphere, upholding and applying agreed policies and practice for learning, behaviour and uniform in a consistent, firm and non-confrontational manner.
4. Set appropriate aspirational targets for pupil attainment based on prior data.
5. Check and assess pupils' work and give feedback (in line with the school’s Assessment Policy). Marking should include feedback for improvement and progress for each pupil.
6. Regularly review progress and ensure that all pupils make progress towards clear learning objectives.
7. Willingness to attend CPD and access the latest research in SEND, BML and AGT provision.
8. Provide and contribute to CPD (whole school, individuals and departments).
9. Liaise with other colleagues to prepare and deliver units of learning in a collaborative way.
10. Prepare and adapt teaching materials for teachers and colleagues within learning support.
11. Provide a weekly after school enrichment activity, playground supervision, dining room supervision and after school supervision, as required by rota.
     

Administrative duties
 

1. Oversee the strategic development of learning support provision across Sherborne Qatar, including policy writing and advising and supporting staff.
2. To develop individual support plans (ISPs) for pupils on the SEND register to ensure every pupil reaches their full potential.
3. Liaise with subject leaders and HoYs to ensure pupils requiring support receive the support they need as part of their usual timetable and in any internal examinations and key assessments.
4. Coordinate the work of the other learning support staff – ensuring that they are effectively deployed and that identified pupils are in receipt of the support that they need.
5. Provide training and performance management for the learning support staff.
6. Oversee all alternative curriculums (i.e. those programmes other than the school’s mainstream provision), including the Year 7 alternative curriculum, for pupils unable to access the mainstream educational programmes.
7. Devise, implement and evaluate systems alongside the Director of Learning Support for identifying, assessing and reviewing the learning needs of pupils in relation to School policy.
8. As and when required, undertake a range of pupil assessments in a timely manner.
9. Collate information and produce required paperwork for submission to examination boards for pupil special considerations/arrangements in external examinations.
10. Manage exam access arrangements in accordance with JCQ guidance and regulations, and in liaison with the Director of Learning Support and the Examinations Officer.
11. Liaise with parents, external agencies and a range of other professionals, such as speech and language therapists, physiotherapists and educational psychologists.
12. Manage the Learning Support budget, ensuring that expenditure provides good value for money.
13. Attend meetings and reviews.
14. Maintain rigorous and accurate records, including pupils’ attainment and attendance.
15. Assist subject teachers and the other learning support staff with maintaining pupil records.
16. Write reports and provide assessment reports when required within the school’s assessment cycle.
17. Ensure all records on interventions and strategies for supporting pupils with SEND, BML and AGT are accessible, reviewed regularly and communicated to staff.
18. Ensure that parents of children receiving learning support receive regular feedback about their child’s progress.
19. Network with other schools and professional organisations with similar provision to share best practice with and develop training resources / materials for other staff.
20. Liaise with our Prep Schools to ensure a smooth transition and appropriate placement of pupils to support their learning academic, communication, social and emotional needs.
21. Provide recommendations to the Admissions Team for prospective pupils.
     

Standards and quality assurance
 

1. Support the aims and ethos of the school.
2. Set a good example in terms of dress, punctuality and attendance.
3. Attend team and staff meetings, contributing actively whenever possible.
4. Communicate effectively with parents, pupils, colleagues and other interested parties.
5. Accept the authority of line managers.
6. Be proactive in matters relating to health and safety.
7. Maintain confidentiality and act with discretion.
8. Display confidence, resilience, loyalty and integrity.
9. Work beyond the normal school day when necessary.
    

This job description, roles and responsibilities are not exhaustive.
 

All members of staff are expected to fulfil any reasonable request made by the Headteacher. 

Headteacher’s Statement of Expectations 

All schools not only offer many more opportunities and activities than used to be the case but the expectations of parents, pupils and external agencies are higher and more demanding too. 

In light of the greater involvement of and interest taken by parents in virtually all aspects of school life, it would be unwise not to try to live up to the raised expectations of our clientele. For the pupils to be well served in a school such as Sherborne Qatar Schools, all members of the teaching staff need to contribute on a broad front to the life of the school and in line with the Teacher’s Standards. 

It is expected, therefore, that all colleagues will be involved in the major aspects of the school’s life, which are teaching (including preparation and regular appropriate marking of all written work).

• Pastoral care (including acting as a Class Tutor).
• Being an active member of the House (the School has Interhouse events throughout the academic year.
• Physical, social and cultural activities.
• Supporting school events outside of normal working hours. 

In addition, there are general responsibilities that all share, such as:

• In-service training and continuing professional development both in one’s own subject and in other relevant areas of interest.
• Participating in local excursions and overseas trips.
• Keeping up to date with legal requirements (e.g. Health and Safety, Risk Assessments).
• Regular attendance at whole-school events (e.g. assemblies, plays, concerts, competitions).
• Monitoring pupils’ behaviour, use of English throughout the school and dress as a matter of routine.
• Communicating with colleagues to ensure the smooth running of the school.
• Various duties (e.g. playground supervision, dining hall supervision, invigilation). 

All colleagues are expected to contribute to the co-curricular life of the School and to take an active role in the Enrichment Programme throughout the year, for example:
 

• By offering additional academic clubs.
• By being involved with sports teams and events.
• By organising and encouraging clubs or artist endeavour.
• By participating in the Duke of Edinburgh International Award.
• By its very nature in a developing school, this list is not exhaustive.
   

Clearly, not all areas of involvement are the same in terms of time or intensity. Thus, a heavy commitment in one aspect of school life might be balanced by a low involvement in another aspect of school life. Such situations will need the Headteacher’s agreement. 

High expectations and a multiplicity of opportunities are what will distinguish Sherborne Qatar Schools as ‘outstanding’ schools rather than just ‘very good’ ones. Moreover, our shared goals will encourage real collegiality and our common sense of purpose.

 

Dress Code 

All members of staff serve as role models for Sherborne Qatar pupils and the wider community. All colleagues should therefore dress professionally and appropriately, showing respect for local traditions and expectations. Members of staff are expected to follow the dress code as set out in the Staff Handbook whenever pupils are in school. The Headteachers may relax the dress code for specific occasions. Clothing must conform to the local customs and cause no offence to any parent or local visitor. 

Safeguarding and Child Protection 

Sherborne Qatar is committed to safeguarding and promoting the welfare of children and this post is exempt from the Rehabilitation of Offenders Act (1974). Applications are subject to appropriate police checks as required. Successful applicants outside of UK will be required to provide an approved statement from the similar authority in the country in which he or she is currently based, and all other countries that they have resided in outside of the UK. In accordance with the statutory guidance Keeping Children Safe in Education (KCSIE), an online search will be conducted as part of due diligence on shortlisted candidates.
 

Data protection
During employment at Sherborne Qatar, staff may have access to confidential information relating to pupils and their families. Staff may also be privy to sensitive information related to the general business of the school and information regarding specific individuals employed by the school.
 

Staff are required to exercise due consideration in the way such information is used, and should not act in any way which might be prejudicial to the School’s interest.
 

A strict code of confidentiality must be adhered to at all times. Members of staff must not at any time use the personal data about others held by the school or disclose such data to a third person.