Lead SEND Practitioner (SEMH) – Inclusion Leader

Royal Greenwich Trust School

Greater London

Presencial

GBP 40.000 - 50.000

Jornada completa

14 días+

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Descripción de la vacante

Royal Greenwich Trust School is seeking a Lead SEND Practitioner (SEMH) to join our Inclusion team and drive high-quality SEND provision. You will lead provision, line manage LSAs, and design targeted intervention, supporting teachers to deliver inclusive learning and improving outcomes for vulnerable students.

You will coach and mentor students to become confident, independent learners, working with families and external agencies to secure the best possible outcomes for every student.

Formación

  • Experience working with children and young people with SEND.
  • Strong communication, organisational and leadership skills.
  • Passion for inclusion and improving outcomes for vulnerable learners.

Responsabilidades

  • Lead and develop high-quality provision for students with SEND.
  • Line manage and support Learning Support Assistants (LSAs).
  • Design and deliver effective intervention programmes for students with additional educational needs.
  • Support teachers to deliver excellent classroom practice and inclusive learning experiences.
  • Coach, mentor and inspire students to become confident, independent learners.
  • Work collaboratively with colleagues, families and external agencies to ensure the best outcomes for students.

Conocimientos

Leadership
Communication
Line management
Intervention design
Collaboration

Descripción del empleo

Royal Greenwich Trust School is seeking a Lead SEND Practitioner (SEMH) to join our Inclusion team and drive high-quality SEND provision. You will lead provision, line manage LSAs, and design targeted intervention, supporting teachers to deliver inclusive learning and improving outcomes for vulnerable students.

You will coach and mentor students to become confident, independent learners, working with families and external agencies to secure the best possible outcomes for every student.

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