SENCO – Assistant Head Teacher

At Nord Anglia Education, our schools shape a generation of creative and resilient global citizens who leave our schools with everything they need for success – whatever they choose to be or do in life. When it comes to creating memorable learning experiences both within and beyond our classrooms, our family of more than 13,000 passionate staff are experts in their academic and commercial professions and play a vital role in the world-class experience our schools provide.

We educate more than 74,000 children in 32 countries, our 84 schools in the Middle East, the Americas, Europe and Asia form our diverse global family, making us the largest provider of premium education in the world.

 

About the School

 

Nord Anglia International School Abu Dhabi (NAS Abu Dhabi) lies at the heart of the Emirate, on Al Reem Island. In August 2023, we opened the school’s new, purpose-built campus to our first cohort of students and began to do what Nord Anglia does best: make every moment at school count. Our mission is to help our students prepare for their futures, think creatively outside the box, develop healthy resilience, global awareness, and be team players.

 

 

JOB PURPOSE

 

The SENCO / Assistant Head, will:

• Champion an inclusive culture across the school community of NAS Abu Dhabi
• Be an advocate for young people
• Determine the strategic development of special educational needs (SEND) policy and provision in the school.
• Ensure the school is in line with the ADEK inclusion policy 2025
• Be responsible for day-to-day operation of the SEND policy and co-ordination of specific provision to support individual pupils with SEN or a disability
• Provide professional guidance to colleagues, working closely with staff, parents and external agencies
• The SENCO/ Assistant Head will be expected to truly ensure the children have a safe and secure environment where they have a place to flourish and meet their true potential
• Support the Head of Primary and Principal in school improvement priorities

 

 

STRATEGIC DEVELOPMENT OF SEN POLICIES AND PROVISION

• Have a strategic overview of provision for pupils with SEN or a disability across the Primary and Secondary School, monitoring and reviewing the quality of provision
• Contribute to school self-evaluation, particularly with respect to provision for pupils with SEN or a disability
• Make sure the SEND policy is put into practice and its objectives are reflected in the school improvement plan (SIP)
• Maintain up-to-date knowledge of international, national and local initiatives that may affect the school’s policy and practice, in particular ADEKs Inclusion Policy 2025
• Evaluate all aspects of SEND provision, whether funding is being used effectively, and suggest changes to make use of funding more effective
• Supporting teachers to provide quality teaching and learning experiences leading to outstanding academic and personal, social and emotional progress
• Enable and empower the Inclusion team to work effectively across the whole school

 

 

OPERATION OF THE SEN POLICY AND CO-ORDINATION OF PROVISION

• Maintain an accurate SEND register and provision map
• Provide guidance to colleagues on teaching pupils with SEN or a disability, and advise on the graduated approach to SEND support
• Advise on the use of the school’s budget and other resources to meet pupils’ needs effectively, including staff deployment
• Be aware of the provision in the local offer
• Work with early years providers, other schools, educational psychologists, health and social care professionals, and other external agencies
• Analyse assessment data for pupils with SEN or a disability
• Implement and lead intervention groups for pupils with SEN, and evaluate their effectiveness
• To have a strong knowledge of access arrangements for students in exams

 

 

 

SUPPORT FOR PUPILS WITH SEN OR DISABILITY

• Identify a pupil’s SEN
• Co-ordinate provision that meets the pupil’s needs, and monitor its effectiveness
• Secure relevant services for the pupil
• Ensure records are maintained and kept up to date
• To support teachers to develop Individualised Education Plans (IEPs) that are SMART and review progress regularly
• To upskill TAs and LSAs who support students with SEND through regular training opportunities and CPD sessions
• To inform and support parents through regular workshops and webinars
• Develop and review the Individualised Educational Plan (IEP) with parents/carers and the pupil
• Communicate regularly and honestly with parents/carers
• To raise awareness of inclusive practices and events through assemblies and whole school events
• Ensure if the pupil transfers to another school, all relevant information is conveyed to it, and support a smooth transition for the pupil
• Promote the pupil’s inclusion in the school community and access to the curriculum, facilities and extra-curricular activities
• To support class teachers and the Safeguarding and Wellbeing Team to understand the personal needs of every student to ensure effective learning can take place

 

 

LEADERSHIP AND MANAGEMENT

• Prepare and review information and data to report and publish within and across the organisation related to SEN
• Drive the school improvement plan and whole-school policy
• Identify training needs for staff and how to meet these needs
• Lead inset for staff
• Share procedural information, such as the school’s SEN policy
• Promote an ethos and culture that supports the school’s SEN policy and promotes good outcomes for pupils with SEN or a disability
• Lead and manage teaching/learning to support assistants (TAs, LSAs) working with pupils with SEN or a disability
• Lead staff appraisals and produce appraisal reports
• Review staff performance on an ongoing basis

 

 

EXTRA CURRICULAR ACTIVITIES

• Support the life of the school beyond the classroom;
• Lead one after school and one morning enrichment activity;
• Participate in residential weeks and other trips as appropriate;
• Contribute to whole school learning initiatives.

 

 

OTHER

• Cover for absent colleagues when necessary.
• Work effectively in different teams;
• Assist in whole school marketing initiatives and contribute to the growth of the school.
• Operate at all times within the stated policies and practices of the school.
• Undertake professional development, identifying the impact and share the outcomes with colleagues.
• Meet responsibilities with regard to health and safety, equal opportunities and other relevant legislation and conform to professional and ethical requirements.
• Contribute positively to the morale and community spirit in the school at all times.
• Any other appropriate duties as allocated by members of the School’s Leadership Team. Willingness to undertake appropriate child protection training when required.
• To be a champion for Equality, Diversity, Inclusion and Belonging

 

 

PERSONAL SPECIFICATIONS

 

Qualifications/Training

 

• Qualified to bachelors degree level or above – Essential
• Qualified Teacher Status – Essential
• National Award for SENCO – Essential

 

Experience

• Minimum of two years’ experience teaching UK National Curriculum – Essential
• Experience of working at a whole school level  – Essential
• Involvement in self-evaluation and development planning – Essential
• Experience of conducting training/leading INSET working in partnership with parents.
• Experience of developing SEND practice at a whole school level – Desireable
• Experience of completing EHCP’s provision maps and funding applications– Desireable
• Self-motivated and enthusiastic
• The drive to continually strive for improvement
• A flexible approach to changing circumstances – Essential
• Compassion and kindness towards others

 

Skills/Knowledge – All Essential 

• Sound knowledge of the SEND Code of Practice
• Understanding of what makes ‘quality first’ teaching, and of effective intervention strategies
•  Ability to plan and evaluate interventions
• Data analysis skills and the ability to use data to inform provision planning
• Effective communication and interpersonal skills
• Ability to build effective working relationships
• Ability to influence and negotiate
• Good record-keeping skills
• Ability to work in collaboration with parents to ensure the best provision for pupils 

 

 

PERSONAL ATTRIBUTES

As our teammate, here’s what we expect:

• High levels of personal integrity
• Conscientious and able to focus on completing work to a consistently high standard
• Flexible and positive approach to work
• Commitment to maintaining confidentiality at all times
• Excellent organisational and time-management skills; high attention to detail
• Ability to work to tight deadlines and able to prompt others to ensure deadlines are achieved
• Adaptable to working in a fast-paced, ever-changing environment
• Ability to work under pressure and remain calm
• Proactive and willingness to take on multiple tasks
• Self-motivated and enthusiastic
• Ability to work independently
• Must be a team player, willing to help and be flexible
• Continually strive for improvement

Selection Process 

 

Applicants should submit a CV, letter of application and the details of two professional referees, one of which should be your current Line Manager.