SENCO / Head of Learning Support

General

This is a key academic role which provides leadership and management of the provision of support for pupils with special educational needs across the school (Pre-Prep, Prep and Senior School) through the Learning Support Team (LST). The Learning support coordinator is the school’s SENCO (Special Educational Needs Coordinator).

The learning support coordinator and the LST will provide teaching support to individuals and small groups; they identify and support children with additional learning needs (including those with disabilities and the most able) and, working with other professionals, offer advice, guidance and support to teachers (and teaching assistants) about effective learning strategies for these children.

About us:

St. Paul’s was founded in 1926 and was the first school in South America to receive accreditation from the UK government as a British School Oversees. Fully coeducational, with about 1,000 pupils, aged from 3 to 18, it is a school with history and tradition, but which embraces innovation, contemporary values and the latest in digital learning. We are a world-class school, and an international member of HMC and IAPS, and a member of COBIS and the LAHC. We are proud of our local, national and international reputation and we constantly strive to improve the opportunities for our pupils and staff. Our recent BSO inspection judged us as a leading British School overseas, and you can download the report from our website. Our exceptional facilities place teaching and learning at the heart of the school.

Watch a video of the school:

KEY RESPONSIBILITIES

1. Identifying the pupils’ special educational needs;
2. Coordinating Learning Support provision;
3. Monitoring the effectiveness of interventions and reporting on the progress of SEND children across the school;
4. Securing and advising relevant services for pupils where necessary (for example from third parties);
5. Ensuring that records of pupils with special educational needs are maintained;
6. Liaising with and providing information to the parents of pupils on a regular basis about a pupil’s special educational needs and the provision being made;
7. Promoting pupils' inclusion in the school community and access to the school’s curriculum, facilities and extra-curricular activities;
8. Supervising the team members of the LST, ensuring training and guidance are given to team members who work with pupils with special educational needs;
9. Advising teachers at the school about adapted teaching methods appropriate for individual pupils with special educational needs;
10. Contributing to the in-service training for teachers at the school to assist them in their role to deliver high quality teaching to all children in their class. This may mean providing workshops for teachers to help familiarise them, if necessary, with useful approaches for helping pupils with difficulties;
11. Offering advice and guidance to teachers about effective learning strategies for children with special educational needs and disabilities;
12. In consultation with the whole staff keeping under review a school policy for identifying and meeting the requirements of the children with special needs and disabilities, aligning the policy with best practice in Brazil and the UK;
13. Consulting with curriculum and management leaders where appropriate;
14. In consultation with the relevant senior leaders, be responsible for the work of the members of the LST across the school to allow for in class support of children with individual needs;
15. Demonstrating an ability to relate to parents and encourage their active participation in the education of their children and hold workshops for parents if these are necessary or appropriate;
16. Participating fully in staff development programmes, including the annual review of staff in the LST, and being prepared to participate and, where necessary, lead staff development activities.

STEPS OF RECRUITMENT PROCESS

1. HR Screening
2. Interview with future direct Line Manager (Head of Junior School)
3. Task
4. Panel Interview, with possible presentation of the task

We will consider Local and Expat candidates for this post;

Applications will be considered as they arrive and the school reserves the right to appoint it at any time.

CLOSING DATE FOR APPLICATIONS: 06th December 2024

Living in Brazil and in São Paulo city

“It only took a matter of months for me to fall in love with Brazil: the warmth of its people; their optimism and zest for life; their willingness to help strangers and their ever-readiness for a party! This, against a backdrop of stunning natural beauty, incredible wildlife and some of the best beaches I have ever seen make Brazil an unrivalled country to call home away from home. More locally, São Paulo is an elating metropolis to live in: I love how diverse it is demographically; how green and leafy it is; the excellent arts and culture options; the food offering is second-to-none and the nightlife is awesome. In all, São Paulo (and Brazil) are the best places to live if you value good people, fun, quality of life and heady adventure.” - Mr Jonathan Tarrant, Second in the English Department in Senior School.

Safeguarding

The school is committed to safeguarding and promoting the welfare of children and expects all staff and volunteers to share in this commitment. The offer of the role would be made subject to receipt of satisfactory references, proof of relevant qualifications, identification checks and other safeguarding checks (including Internet and Social Media profiles and exposure), an overseas check if appropriate and a pre-placement medical assessment. Proof of entitlement to work in Brazil is also required where necessary.

Equality, Diversity and Inclusion

St Paul’s is committed to equality, diversity and inclusion. We recognise the value of diverse environments and strive to promote a culture in which all pupils, staff and members of the school community are welcomed and supported to fulfil their potential, regardless of their background or personal characteristics. We oppose all forms of unlawful and unfair treatment, embarrassment, discrimination, bullying and harassment.

Minimum Requirements:

1. An educator (or qualified teacher) across a broad age range of pupils, international experience would be an advantage but is not essential; Specialist courses and degrees in Inclusive Education will be a plus.
2. Able to take a lead role in coaching and inspiring staff to meet the needs of pupils with SEND;
3. Committed to securing high pupil progress for pupils with SEND;
4. Experienced in the role of SENCO or alternatively, is working towards or prepared to work toward the national SENCO accreditation;
5. Team leadership experience as well as the ability to work effectively as part of a team;
6. Committed to sustaining pupil welfare and well-being;
7. Able to develop partnerships with parents;
8. Articulate and creative with excellent communication (written and verbal) and interpersonal skills; should be highly personable so that pupils, staff and parents trust in their abilities;
9. Excellent organisational skills with a professional outlook and conduct: flexible in attitude and approach;
10. Proactive attitude towards participation in continual professional development and the school’s staff review and development provision;
11. An influential leader in education with the ability to challenge and lead teachers in respect of their practice;
12. Ability to inspire change and motivate pupils and colleagues.