Job Title: SEN Support Teacher

Reporting Chain: Accountable to the SENCO

Key Interfaces: Pupils, Class Teachers, SENCO, Support Staff, School Leadership, Parents

Job Purpose To work in close partnership with and under the direct supervision of the SENCO to support the educational, social, and developmental needs of pupils across the school. The post-holder will serve as an operational bridge between targeted

SENCO guidance and daily classroom practice—advocating for inclusive Quality First Teaching, helping staff reframe neurodiversity positively, conducting target monitoring to assist with IEP reviews, and delivering targeted learning activities as directed.

Principal Accountabilities & Duties

- Promoting an Inclusive Culture & Reframing SEN

Neurodiversity Advocacy: Promote a positive, strengths-based view of Special Educational Needs across the school, helping staff view neurodiversity as a natural form of human diversity rather than a deficit. Reframing Challenges: Work with teachers to reframe student struggles—helping staff view learning or behavioral barriers through the lens of unmet sensory, regulation, or access needs rather than willful non-compliance.
- Fostering Belonging: Model inclusive practices that ensure pupils with SEN feel valued, respected, and fully integrated into classroom and school life.
- In-Class Strategy Support & Classroom Practice

Embedding Pupil Profiles: Work under the direction of the SENCO to assist classroom teachers in understanding and applying recommended strategies and Individual Education Plan (IEP) targets during lessons. In-Class Strategy Support: Observe and support targeted pupils in classroom settings to evaluate how effectively recommended adaptive strategies are working in practice.

Practical Classroom Adjustments: Assist teachers in implementing practical physical, environmental, or instructional adaptations to ensure pupils access core lesson content.

Developing Student Independence: Guide pupils in building self-regulation, organizational skills, and learning confidence within regular classroom routines.

- Target Monitoring & IEP Progress Tracking

Target Tracking: Regularly observe, track, and record pupil progress against specific learning and developmental targets set by the SENCO. Data & Observational Feedback: Gather structured observational notes, baseline data,



and teacher feedback on pupil responses to classroom strategies and targeted interventions.

IEP Summaries & Reporting: Provide timely, organized progress summaries to the SENCO to directly support regular reviews, parent updates, and IEP target revisions.

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- Adaptable Intervention Delivery & Operational Support

Targeted Interventions: Deliver directed 1:1 or small-group academic, skill-building, or regulation activities aligned with student targets. Collaborative Support: Work flexibly alongside classroom teachers and support staff to maintain consistency in learning and target delivery.

Resource Adaptation: Source, adapt, and prepare modified learning materials or visual/sensory supports as recommended by the SENCO.

- General Responsibilities & Safeguarding

Safeguarding: Comply with all school policies regarding child protection, health, safety, data protection, and confidentiality. Professional Collaboration: Participate in relevant professional development and planning discussions with the SENCO and teaching staff.

General Duties: Undertake other reasonable tasks appropriate to the role as requested by the SENCO or

School Leadership.

PERSON SPECIFICATION

Category Essential Requirements Desirable Qualifications

Strong literacy and numeracy skills.

Relevant educational support qualification or equivalent classroom experience.

Training or background in child development,

neurodiversity, or adaptive strategies.

Experience

Experience supporting pupils with diverse educational needs in a school environment.

Experience working flexibly alongside teachers or support staff.

Experience tracking student targets or delivering structured learning support.

Knowledge & Skills

Deep commitment to inclusive education and reframing neurodiversity positively.

Good understanding of practical classroom adaptations for diverse learning, sensory, or behavioral needs.

Clear, empathetic communication skills to collaborate effectively with staff.





Good organization and record-keeping skills.

Knowledge of evidence-based literacy or developmental intervention approaches.

Personal Qualities

Patient, proactive, highly organized, and adaptable.

Receptive to guidance and direction while demonstrating practical initiative.

Strong advocate for child well-being, dignity, and inclusion.

(N/A)

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ISP Principles 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.

📌 SEN SUPPORT TEACHER (Vélez-Málaga)
🏢 International Schools Partnership
📍 Vélez-Málaga