SEN Lead Teacher

The SEN Lead Teacher provides support and guidance to pupils with special educational needs (SEN) and those engaged with them, aiming to remove barriers to learning, promote effective participation, raise aspirations, and help pupils achieve their full potential. This role involves overseeing systems and procedures to ensure a consistent referral, observation, and intervention process, collaborating with teaching staff to develop inclusive teaching strategies, and providing training on SEN best practice. The SEN Lead Teacher conducts regular assessments to track progress, maintains accurate records, and communicates with parents, carers, and external agencies to coordinate additional support. Staying up to date with SEN developments and engaging in continuous professional development are also key aspects of this role. Strong understanding of how to support students with special educational needs, excellent communication skills, and the ability to work collaboratively are essential for success in this position., Enhancing Learning Opportunities for Pupils:

• Provide support and guidance to pupils with special educational needs to remove barriers to learning, promote effective participation, enhance self-esteem, raise aspirations, and enable them to achieve their full potential.
• Plan and provide interventions for pupils in both 1:1 and small group sessions.
• Offer opportunities for able pupils to access higher levels of learning, develop specific skills and talents, and coordinate pastoral support for them both socially and intellectually.
• Provide objective and accurate feedback and reports on pupil achievement, progress, and other matters, ensuring the availability of appropriate evidence.
• Establish and maintain a framework for Individualised Education Programmes (IEPs) to support class teachers in effective teaching delivery and keep parents informed of progress.
• Identify pupils with special requirements such as visual, speaking, or learning difficulties and ensure they qualify for examination access arrangements.
Recording and Assessment
• Set targets for raising achievement among pupils with SEN.
• Collect and interpret assessment data for pupils with SEN and provide analysis on their progress and attainment.`
• Establish systems for identifying, assessing, and reviewing pupil progress.
• Inform the Heads of School on the effectiveness of provision for pupils.
Communication
• Ensure all staff members recognize and fulfill their responsibilities to pupils with SEN.
• Work closely with subject teachers to identify pupils with special requirements and ensure they qualify for examination access arrangements.
• Disseminate good practice across the school.
• Support parents in understanding and addressing their child's needs and behaviors.
• Serve as a primary contact for vulnerable pupils and their parents, providing emotional wellbeing support.
• Offer training opportunities for Teaching Assistants and other teachers to enhance their understanding of Special Educational Needs (SEN).
• Identify and recommend resources to meet the needs of pupils with SEN, advising the Head of Schools on budget priorities.
• Attend consultation evenings to keep parents informed about their child's development and progress.
• Regularly meet with the designated line manager for caseload supervision and to report on the progress of identified pupils.
• Participate in network meetings with other professionals to enhance practice.
Collegiality
• Foster positive relationships with parents and other visitors to the school.
• Establish and maintain effective working relationships.
• Ensure pupils feel supported by showing empathy, understanding, and providing direction and motivation.
Other Responsibilities
• Undertake additional duties as requested by the Head of Schools to ensure the effective operation of the school.
• Assist in the development of policies and procedures related to SEN, child protection, health, safety, security, confidentiality, and data protection, reporting all concerns to the appropriate person., 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. 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.


• Appropriate degree and teaching qualification e.g. Bachelor's Degree with PGDT or Diploma in Education.
• Appropriate qualification in supporting students with special educational needs.
• Minimum two (3) years' experience teaching/supporting students with special educational needs.
Personal Qualities
• Role model in exemplifying the school's values, putting learners and their learning first.
• Collaborative and supportive when working in a team.
• High levels of honesty and integrity include understanding the need for confidentiality and discretion when supporting students with special educational needs.
• Empathy, humility, and genuine care: demonstrating an ability to work with families in a sensitive manner and with students to support their needs.
• Strategic thinking and improvement-driven: Ability to drive improvements in pupils' access to learning and their wider learning experiences.
• Excellent organisational, communication, and interpersonal skills.