Special Educational Needs (SEN) / Inclusion Coach

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Requirements

SEN/Inclusion Coach - Job Description

The SEN/Inclusion Coach is responsible for leading effective inclusive teaching and learning across the school, working across both the curriculum and well-being teams to oversee student support provision. As both a teacher and coach, the role combines curriculum leadership with specialist SEN expertise, supporting colleagues to develop inclusive practice and ensuring every teacher is equipped to meet the needs of diverse learners. The SEN/Inclusion Coach oversees inclusion systems and student documentation, manages learning resources and accommodations, collaborates with IB Coordinators and staff to design inclusive curriculum, and models high-quality teaching and learning practices that support all students to thrive at Halcyon.

Key Responsibilities

• be an active advocate for Halcyon’s vision, mission and core aims
• be an active advocate for Halcyon’s curricular and philosophical commitments as an IB World School, ensuring alignment of all inclusion policies and practices to IB Standards and Practices
• support the School Leadership Team in the implementation of the school’s strategic and operational goals
• promote a culture where diversity and inclusion are encouraged and students learn to respect differences, take responsibility for their actions, exercise leadership, actively build community and strive for academic excellence
• engage with teachers, students and the school community to create a dynamic, aspirational and innovative culture – a professional learning community grounded in collaboration, focused on improving learning outcomes, and driven by data-informed decision-making
• lead and support a culture of inclusivity
• be an active, life-long learner

Specific Responsibilities

• Lead and oversee inclusive practices across the school, ensuring appropriate support and accommodations are implemented consistently in line with educational psychologist recommendations and specialist guidance.

• Use student data to monitor progress, identify needs, evaluate the effectiveness of interventions, and inform next steps for support.

• Maintain and oversee the school’s live provision register and systems for identifying, assessing, monitoring, and reviewing students requiring additional support

• Collaborate with teachers to develop, implement, and review student learning support plans, ensuring strategies are practical and student-centred.

• Coach and support teachers in inclusive classroom practice, differentiation, intervention strategies, and effective approaches for supporting diverse learners.

• Provide coaching and targeted support for students, equipping them with strategies and tools that promote independence, self-advocacy, and successful learning behaviours.

• Provide Reports and liaise regularly with parents and guardians of students on the inclusion register to ensure clear communication, shared understanding, and collaborative support planning.

• Meet and collaborate with clinicians, educational psychologists, counsellors, and external specialists to ensure joined-up support for students.

• Support staff professional learning by sharing current best practice, facilitating training opportunities, and promoting collective responsibility for inclusion and student wellbeing.

• Work closely with the Senior Leadership Team to review provision, identify priorities, and contribute to the strategic development of inclusion across the school.

• Support effective transitions for students between phases and IB programmes to ensure continuity of learning and wellbeing support.

• Coordinate applications for examination accommodations and other approved access arrangements where appropriate.

• Keep informed of current developments in inclusion, SEN, and student support practices, and share relevant updates with staff.

• Collaborate with the Admissions team to review files of students who require additional support and make recommendations for appropriate placement and support.

To lead learning, every teacher will

• ensure a consistent collaborative focus on improving student learning outcomes through:
• the effective understanding, development, delivery, and analysis of the IB curriculum.
• be up to date with and respond to current research about improving student learning outcomes
• ensure that an on-going, critical analysis and evaluation of student inclusion and performance data inform student learning
• differentiate in the classroom, taking into account each student’s learning needs
• use a wide range of technologies and creative teaching styles
• contribute to the development of interdisciplinary learning and the development of transdisciplinary skills.
• analyse and evaluate student performance data and take appropriate action in support of individual student learning
• ensure students have an active and engaged role in developing their own learning outcomes
• facilitate the setting, monitoring and evaluation of student targets to meet achievable, measurable learning outcomes
• engage purposefully in collaborative professional learning
• ensure that current and innovative digital learning strategies are promoted and embedded in practice
• be ready to share understanding about how students learn
• ensure, in collaboration with colleagues and the IB coordinators, an effective scope and sequence of learning outcomes, vertically and horizontally
• model best practice within our professional learning community
• attend scheduled student progress meetings, including student/teacher/parent conferences
• be accountable for effective learning in the classroom
• be accountable for the wellbeing of each student in the classroom

To support operational/strategic planning, every teacher will

• support and develop planning targets aligned to the school’s vision and mission, and the school’s wider strategic planning targets
• support the School in preparation for evaluation/accreditation/inspection visits
• support the School, through the provision of appropriate teaching and learning data (learning outcomes, curriculum planning, course materials, feedback data), to facilitate mission- and data-driven strategic planning.

To support staff professional learning, every teacher will

• commit to the school’s Professional Learning Program
• engage in professional learning conversations that are informed by appropriate data and focused on learning outcomes
• provide, as requested, coaching for collaborative professional development 4. support new colleagues, providing coaching and access to learning resources, curriculum materials and student learning data
• ensure a positive engagement in, and support for, safeguarding policy and practice
• promote collaborative practice and ensure effective learning relationships
• act as a positive role model

To support quality assurance, every teacher will

• establish and monitor personal professional targets in line with wider school goals, and work toward their achievement
• support agreed standards of learning and practice across the school
• support and maintain school policies, being ready to offer constructive criticism and engage in policy development
• be responsible for the continuous review and improvement of classroom teaching and learning
• ensure all assessment data is recorded accurately, is comprehensive, and aligns with Halcyon’s assessment policy
• evaluate the effectiveness of classroom learning using multiple sources of evidence including: student assessment data, curriculum documents, teaching practice, learning outcomes, and feedback from students, colleagues and parents/carers
• ensure the timely and accurate recording of student attendance
• ensure the necessary moderation of all assessment, aligned with Halcyon’s assessment Policy
• ensure the prompt feedback and recording of any and all safeguarding concerns, liaising with the Designated Safeguarding Lead as necessary
• ensure all health and safety concerns, or any other threat to student or community wellbeing is accurately logged and reported.

To support communication & liaison, every teacher will

• support and communicate the school’s mission and objectives, and model these within the community
• communicate all learning policies effectively to all members of the school community, using agreed communication protocols
• be conversant with learning policy and practice
• communicate IB policy and practice accurately with students, ensuring appropriate guidance through all relevant subject-specific elements of the IB
• provide written reports, reference letters, and other support materials as requested by the Director or IB Coordinators, to support student learning or student placement.
• communicate and liaise regularly with parents, ensuring the community has timely and appropriate access to student learning
• liaise with and support Halcyon’s Marketing & Communications Coordinator, to ensure effective representation of the school within and beyond the school community 8. support the Director in the promotion of Halcyon, within and beyond the school community

To support the management of resources, every teacher will

• support the School Leadership Team in the determination of appropriate and necessary teaching resources, linked to strategic planning and intended learning outcomes
• support the IB Coordinators in the maintenance of an accurate inventory of educational resources

Additional professional expectations, Every teacher will

• be available to support extra-curricular, enrichment and exploration activities
• provide supervision as requested by the Director

Special Educational Needs (SEN)/Inclusion Coach -Person Specification

The successful candidate will have:

• experience in inclusion leadership role
• an understanding and experience of diverse learning needs
• experience of teaching learners with diverse language and learning needs
• experience in teacher coaching and curriculum development

In addition, applicants should:

• be a fully qualified teacher
• hold qualifications and relevant professional development to role
• be a fluent English speaker
• be an active digital learner
• have excellent communication and organisational skills
• able to lead learning with students from a variety of cultural and language backgrounds
• have an international outlook
• be mission driven: to draw out the unique potential in all of our students

The successful candidate will:

• show commitment to supporting students and improving their learning outcomes
• build meaningful, coaching-based relationships with students, colleagues and families, fostering trust and high expectations
• collaborate openly and purposefully, contributing to a culture of shared practice and continuous improvement
• reflect critically on practice, embrace innovation and model lifelong learning

The following would also be desirable in a candidate:

● first-hand teaching experience of the IBMYP and IBDP

● a Master’s degree or other post-graduate qualification

● knowledge of international schools and international school systems

● an understanding of different national and international curricula

● experience of living in different countries