Runnymede College is a prestigious British International school located in Spain, offering high-quality education following the British National Curriculum.

We are currently seeking a full-time Pre-Prep School SENCo to join our dedicated team in September 2026.

Pre – Prep School Special Education Needs Coordinator – Job Description

Responsible to: Deputy Head (Pastoral), Deputy Head (Academic)

Key Internal Relationships:

Head of Pre-Prep, Headmaster, Assistant Headmistress Prep and Senior SENCos, School Counsellor, Nurse Learning Support Teacher, External Therapists Class Teachers, Teaching Assistants, Heads of Department

1. Purpose of the role:

The Pre-Prep SENCo will be responsible for the excellent provision and support for pupils with Special Educational Needs and Disabilities across the Pre-Prep School (Pre-Nursery to Year 3). The SENCo will lead the identification, coordination and delivery of SEND support within an inclusive early years and Key Stage 1 environment. The role combines strategic oversight of SEND provision with a teaching commitment within Pre-Prep, enabling close day-to-day involvement in classroom practice and pupil progress. The SENCo will work closely with teaching staff, senior leaders, the school counsellor, external professionals and families to ensure early identification, effective intervention and consistent support for pupils.

i). Core responsibilities

• Support the development of a school culture that promotes inclusion, early intervention and aspiration for all pupils.

• Coordinate SEND provision across the Pre-Prep School, ensuring appropriate internal support and effective use of external agencies.

• Take responsibility for the Pre-Prep SEND register, ensuring records, documentation and support plans are accurate and up to date.

• Act as the first point of triage for SEND referrals from teachers, determining appropriate next steps and levels of support.

• Coordinate and manage the work of external therapists operating within the school.

• Build supportive and effective relationships with pupils with SEND and their parents.

• Provide advice, guidance and support to teachers to promote inclusive classroom practice.

• Keep abreast of developments in SEND practice relevant to early years and Key Stage 1.

• Work closely with the Prep and Senior School SENCo teams to support continuity and transition.

ii). Teaching, learning and intervention

• Undertake a teaching commitment within Pre-Prep as part of the agreed timetable.

• Deliver targeted learning support interventions for individual pupils and small groups, and line manage the Pre-Prep learning support teacher.

• Support teachers in adapting teaching, learning and classroom environments to meet a range of needs.

• Lead CPD in Pre-Prep and whole school sessions.

• Model inclusive practice and effective differentiation within Pre-Prep classrooms.

• Work with teachers to ensure strategies recommended by external professionals are embedded in daily practice.

• Work with SENCos and SLT across the whole school to support consistency in adaptive teaching.

iii). Pupil progress and wellbeing

• Monitor and act upon new referrals from teachers and concerns raised by parents.

• Review observations, assessments, reports and teacher feedback to identify pupil needs.

• Support the emotional wellbeing of pupils with SEND, working closely with the school counsellor.

• Ensure pupils with SEND have appropriate and regularly reviewed Student Support Plans.

• Liaise with pupils, where appropriate, to support self-understanding and confidence.

iv). Tracking & Monitoring

• Monitor the progress of pupils on the SEND register, tracking academic, social and emotional development.

• Work with teachers to plan, monitor and evaluate provision for pupils with SEND.

• Review the impact of interventions and adjust provision as required.

• Raise standards of inclusion, attainment and achievement for SEND pupils through effective monitoring and support.

• Provide reports and updates to the Head of Pre-Prep and Senior Leadership Team when requested.

• Work with SENCos and SLT to assess progress of SEND children across the whole school and ensure all children are reaching their potential.

v). Reporting and communication:

• Ensure clear, consistent and effective communication with parents regarding SEND provision and pupil progress.

• Attend parent meetings and contribute to review discussions as required, including Pre-Prep parents’ evening.

• Support teachers in communicating effectively with parents about SEND concerns and strategies.

• Contribute to parent information sessions related to SEND and inclusion.

vi). External liaison

• Act as the main point of contact for external professionals working within and outside the school in relation to Pre-Prep SEND pupils.

• Coordinate assessments, reports and follow-up recommendations from external agencies.

• Ensure external guidance is clearly communicated to staff and implemented consistently.

• Support the organisation of external support and assessments where necessary.

vii). Other tasks: • Provide short-term teaching cover within Pre-Prep as required. • Contribute to specific initiatives for individual cohorts. • Undertake any other duties commensurate with the post, as requested by Senior Leadership

The successful applicant will have:

Essential

• A good honours degree from a British University
• A PGCE or equivalent qualified teacher status
• Experience teaching children aged 2–8.
• Strong knowledge of SEND and inclusive practice in early years and KS1.
• Experience delivering interventions and supporting classroom teachers.
• Native level of spoken and written English
• Excellent communication, organisation and interpersonal skills.

Desirable

• National Award for SEND Coordination (NASENCo) or equivalent.
• Experience in a SENDCo or inclusion-focused leadership role.
• Experience working with external therapists and authorities.
• Ability to speak Spanish.
• Experience as part of a senior safeguarding team
• Experience in a UK based Private School or British International Overseas School

Personal Attributes

• Child-centred, warm and empathetic.
• Collaborative and solution-focused.
• Flexible, proactive and highly organised.

If you meet the above criteria and are enthusiastic about contributing to the growth and development of young learners at Runnymede College, we encourage you to apply for this rewarding position.

Please complete the application form and upload your CV and cover letter, including referee contact details.