Primary Head of Inclusive Learning

**Reporting to: Head of Primary**

**Teaching load: 50%
**In addition to the duties required of a Specialist Teacher, the SENCO will lead provision for learners with

Specific Educational Needs and Additional Needs and English as an Additional Language, to enable quality

teaching, excellent learning outcomes and success for all learners.

Employed by: NCBIS to support the vision, positive ethos and policies of the school.

Qualifications: Degree and PGCE/ QTS, SEN and EAL Postgraduate qualifications. NaSENCO or ISENCO

Award or willingness to study for this Award on appointment.

Experience: Minimum 5 years teaching

**KEY DUTIES OF THE ROLE:
**A. Safeguarding and Health and Safety Duties**
- be fully aware of and understand the duties and responsibilities arising from the Children's Act

2004 in relation to child protection and safeguarding children and young people as this applies to
the teacher's role within the school.
- ensure that the designated member of staff for child protection is made aware and kept fully

informed of any concerns which the post holder may have in relation to safeguarding and/or child
protection.

**B. Strategic direction & development of school SEN and EAL provision**
- lead on development and implementation of policies related to SEN and EAL.
- Keep up to date with best practice in SEN legislation and all aspects of inclusion.
- provide an SEN/EAL inclusion perspective across the school framework and ensure this is reflective
- in relevant school development plans.
- review and monitor school SEN and EAL policy, systems and resources.
- carry out an annual audit of inclusive learning provision mapping to guide strategic planning at

both departmental / year group and school levels.
- Use LS/EAL Register learner data - composition and learner progress - to inform effective

intervention and staff deployment.
- Use LS/EAL Register learner data to develop an SEN/EAL action plan / transformation plan that

clearly links with the whole school improvement plan.

**C. Set high expectations which inspire, motivate and challenge teachers and learners.**
- be accountable for working with all teachers to track IL/EAL Register learners’ attainment,

progress
- and outcomes
- be aware of pupils’ capabilities and their prior knowledge, and plan support and interventions to
- build on these.
- guide pupils to reflect on the progress they have made and their emerging needs.

development of suitable modifications for inclusive learning and EAL students.
- Understand the importance of the High-Performance Learning Philosophy and implement

relevant actions to support its implementation in the SEN/EAL department.
**D. Demonstrate thorough knowledge of**
- The SEND Code of Practice 2015 and understanding how this translates into best intervention and

inclusive learning classroom practice.
- child development with regard to cognition and learning, speech, language and communication

social, emotional and mental health, physical needs

**E. Plan and teach well-structured lessons**
- promote a love of learning and children’s intellectual curiosity.
- area(s)
- teach individual students, groups and support in-class.
- Work closely with relevant departments to support the needs of EAL learners.

**F. Adapt teaching to respond to the strengths and needs of all pupils**
- have a secure understanding of how the range of cognition & learning, communication &
interaction, social, emotional and mental health and physical factors can inhibit pupils’ ability to
learn, and how best to overcome these.
- demonstrate a clear understanding of the needs of all pupils, including those with special

educational needs; additional needs; those with English as an additional language; those with
disabilities; and be able to use and evaluate distinctive teaching approaches to engage and
support them.
**G. Make accurate and productive use of assessment**
- demonstrate effective use of quantitative and qualitative assessment to understand and monitor

student progress and to provide teachers and support staff with ongoing recommendations for
**H. Manage behavior effectively to ensure a good and safe learning environment**
- have high expectations, clear rules and routines for behavior in classrooms, and take

responsibility for promoting good and courteous behavior both in classrooms and around the
school, in accordance with the school’s behavior policy.
**I. Fulfill wider professional duties**
- demonstrate a positive contribution to the wider life and ethos of the school.
- take responsibility for improving teaching through appropriate professional development by

working collaboratively and responding to advice and feedback from colleagues.
- communicate effectively across the school community.

**J. Undertake duties and administrative tasks. Internationalism / Global Citizenship**
- promote the school’s understanding of internationalism and global citizenship.
- promote development of the High Performance a