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SEN Coordinator secondary

BSG British School SA
Geneva, Vernier, Switzerland
Date Added: Jan 27, 2025

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Description


Special Educational Needs & Disability Coordinator in Secondary - 50% 

(SENDco)  

Purpose of Role  

Strategic development of the school's Special Educational Needs (SEND) provision  

and oversight of the day-to-day operation of that policy with the aim of raising SEND 

pupil achievement.  

ISP Principles  

Begin with our children and students. Our children and students are at the heart of  

what we do. Simply, their success is our success. Wellbeing and safety are both  

essential for learners and learning. Therefore, we are consistent in identifying  

potential safeguarding and Health & Safety issues and acting and following up on all  

concerns appropriately.  

Treat everyone with care and respect. We look after one another, embrace  

similarities and differences and promote the well-being of self and others.  

Operate effectively. We focus relentlessly on the things that are most important and  

will make the most difference. We apply school policies and procedures and embody  

the shared ideas of our community.  

Are financially responsible. We make financial choices carefully based on the needs  

of the children, students and our schools.  

Learn continuously. Getting better is what drives us. We positively engage with  

personal and professional development and school improvement.  

Key Responsibilities  

The duties outlined in this job description may be modified by the Principal, with your  

agreement, to reflect or anticipate changes in the job, commensurate with the salary and job  

title. It will be reviewed in the context of the School Development Plan and Performance  

Management cycle.  

- Put provision in place to ensure that progress of students with SEND improves relative  
to those without SEND  

- Ensure that the school carries out its statutory responsibilities  

- Work with staff to develop effective ways of bridging barriers to learning through:  

- Assessment of needs  

- Monitoring of teaching quality and pupil achievement and target setting  

- IEPs, or Provision Maps, PSP, Pupil Passports, - keeping accurate records. 

 

- Support departmental developments of SEN provision.  

- Monitor progress towards targets for pupils with SEN.  

- Analyse and interpret relevant school, local and national data to inform practice.  

- Liaise with staff, parents, external agencies and other schools to coordinate their  

contribution, provide maximum support and ensure continuity of provision.  

- Work with the Principal, HoS, teachers, support staff and pastoral staff to ensure all  

pupils' learning is of equal importance and that there are high and realistic  

expectations of pupils.  

- Teaching and Learning  

- Identify and adopt the most effective teaching approaches for SEN students.  

- Monitor teaching and learning activities to meet the needs of SEN students.  

- Liaise with other schools to ensure continuity of support and learning when  

transferring SEN students.  

- Promote Inclusion best practice and contribute to the aims and ethos of the school  

through invited attendance at the senior leadership team and when possible,  

attendance at school events.  

- Recording and Assessment  

- Set targets for raising achievement among SEND students and other groups as  

appropriate.  

- Collect and interpret specialist assessment and performance data and share with  

other staff and Directors as appropriate.  

- Set up systems for identifying SEND and assessing and reviewing SEND provision.  

- This includes creating and monitoring provision maps with class teachers and learning  

support assistants.  

- Update the Principal and SLT directors on the effectiveness of provision for SEND  

children.  

- Keep parents informed about their child's progress through individual meetings and  

at parents’ evenings.  

- As necessary, prepare applications and co-ordinate and attend annual reviews.  

Assist EAL in making applications for additional support, time and/or specific papers  

for end of Key Stage assessments.  

- Maintain the SEND/Inclusion register.  

-Evaluate the effectiveness of provision through meetings with staff, students and  

parents.  

Leadership  :


- Ensure all members of staff are able to recognise and fulfil their statutory  

responsibilities to SEND students  

- Provide training opportunities for learning support assistants and teachers to learn  

about Inclusion, including whole-school Inset.  
- Disseminate good practice in Inclusion across the school.  

- Identify resources needed to meet the needs of SEND students and manage the SEND  

budget.  

- Work with the Principal, SLT and Directors on the strategic development of SEND &  

- Inclusion, including reviewing and formulating appropriate policies.  
- To be responsible for the supervision and organisation of learning support assistants,  

including their performance management.  

- Support pupil progress meetings, recording agreed provision within provision maps.  

- To be involved in the appointment of Teaching Assistants.  

- To work with the Principal and other key staff on developing the effectiveness of  

transition arrangements between the key stages.  

- Liaise with the Educational Psychology service and other specialist and support  

agencies.  

- To keep abreast of developments in SEND (e.g. research, changes to the law) and  

inform staff and SLT, staff and Directors as necessary.  

- To attend appropriate training, CPD and conferences and provide feedback to  

colleagues.  

- Lead CPD on inclusion matters as needed across the school.  

- Work with the Principal to plan the overall deployment of teaching assistants  

throughout the school.  

- Liaise with key stage leaders and all teachers in the successful deployment of learning  

support assistants within key stages and year groups.  

- Undertake SEND self-evaluation, contributing to the school SEF and improvement  

plan and planning for continuous improvement in inclusion practice  

- Model good practice in teaching students with SEND including those with severe  

complex needs.  

- Develop links with Directors, external agencies.  

Other and responsibilities  :

- To willingly undertake any reasonable task requested by the Principal from time to  

time to support the safeguarding of staff and children.  

- Coordinate all Annual Reviews and reviews of Individual Education Plans and/or PSPs  

and where appropriate and attend / chair when necessary.  

- Exercise a key role in assisting the Principal and Directors with the strategic  

development of SEND policy / provision.  
Skills, Qualifications and Experience :

National award for special educational needs co-ordination  

Prior experience working in an English Curriculum School where English is the language  

of operation  

Experience having worked in a whole school role is an advantage.  

ISP Leadership Competencies  :

You consistently demonstrate and role-model the ISP Leadership Competencies in  

all that you do.  

1. Collaboration. Takes an active part in leading their school or region; is cooperative  

and a genuine team player, developing positive, supportive relationships with  

colleagues to solve problems and maximise opportunities.  

2. Learning & Getting Better. Continually demonstrates personal commitment and  

passion for learning and getting better using evidence and feedback; supporting  

others in their continual learning, development and growth.  

3. Innovation Leadership. Is good at creating an environment where ideas for learning  

initiatives and services are generated and is able to motivate and inspire others  

through the process of creation through to completion.  

4. Outcome driven. Can be counted on to find solutions. Is consistently looking to  

exceed goals and is focused on KPIs.  

5. Resilience. Can deal with setbacks and challenges calmly and effectively.  

6. Community Focus. Is committed to meeting and exceeding the needs and  

expectations of our students and their families.  

7. Planning & Decision Making. Makes decisions on the best course of action and then  

plans, organises, prioritises and balances resources to achieve the desired outcome.  

8. Diversity & Equity. Has the sensitivity, awareness and skill to understand the values,  

behaviours, attitudes and practices across cultures that supports all children and  

adults to learn and work effectively.  
ISP Commitment to Safeguarding Principles  

ISP is committed to safeguarding and promoting the welfare of children and young  

people and expects all staff and volunteers to share this commitment.  

All post holders are subject to appropriate vetting procedures, including an online  

due diligence search, references and satisfactory Criminal Background Checks or  

equivalent covering the previous 10 years’ employment history.  

ISP Commitment to Diversity, Equity, Inclusion, and Belonging  

ISP is committed to strengthening our inclusive culture by identifying, hiring,  

developing, and retaining high-performing teammates regardless of gender,  

ethnicity, sexual orientation and gender expression, age, disability status,  

neurodivergence, socio-economic background or other demographic characteristics.  

Candidates who share our vision and principles and are interested in contributing to  

the success of ISP through this role are strongly encouraged to apply.  
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