Job Description

Job title: Counsellor/SEND Teacher with Play Therapy Specialism Reporting to: Ace Leader Location: Fujairah Vision Statement Inspiring Minds, Creating Leaders Mission Statement Our mission is to ensure every child, experiences amazing learning, loves school and makes great progress. Diyar Teachers will: ? Work tirelessly to ensure that every child makes as much progress as possible. ? Plan lessons which are active, collaborative and cognitive as well as engaging, memorable, fun and relevant. ? Value student happiness and school connectedness. ? Work closely with parents to guide the learning process. ? Provide a first-class international education with a local flavor. SAFEGUARDING Diyar Schools are committed to safeguarding and promoting the welfare of children and expects all staff, parents, governors and volunteers to share this commitment. We have a number of policies and procedures in place that contribute to our safeguarding commitment, including our Safeguarding and Child Protection Policy which can be viewed in the Policies section of our website. Job purpose: The Counsellor/SEND teacher is responsible for supporting and teaching of all students identified with a range of emotional, social or special educational needs as well as supporting those students who are under-achieving or demonstrate special gifts or talents. The Counsellor/SEND Teacher is a member of the Achievement Team which provides a multi-disciplinary approach to supporting students who find learning more challenging than their peers for specific reasons (academic or social/emotional.) Main duties and responsibilities: Key Responsibility 1 - Identification ? To support the identification of students who are failing to make expected progress in their learning according to the MoE/KHDA categories and to identify the blocks to their learning. ? To use all available data to support identification and ensure that students are differentiated as requiring Social/emotional, EAL or SEND support or a combination of all three. ? To utilize developmental and other checklists and evaluation tools to support identification in order to plan individual education and counselling support plans. Key Responsibility 2 - Teaching ? To undertake the support of identified students, across the range of individual needs and ages, and particularly those learners who are failing to achieve at the same rate as their peers. ? Use data and ongoing records to set aspirational, but achievable targets and plan challenging activities for identified students. ? To provide a quality of support provision that can be judged to be at least 'good' (according to the UAE Inspection Framework) and ensure all students make at least good progress within their own IEP targets. ? Be accountable for the well-being of all students who are taught by the post holder. ? Support students from the Achievement Centre (ACe) in their mainstream lessons where needed. ? To set high expectations for students behaviour, learning, motivation and presentation of work by creating a purposeful learning or play atmosphere and providing challenging and inspirational learning or play experiences. ? To work in collaboration with teachers and colleagues to ensure positive student well-being. ? To take account of students' prior attainment, learning styles and needs and use them to set appropriately to support learning and well-being. ? To provide intervention activities for those students who need support, or who require additional challenge, to boost attainment/progress. Key Responsibility 3 - Monitoring and Reporting ? To observe student behaviors, their responses to learning and school, and monitor their progress in relation to their IEP. ? To maintain notes of support given and records of students' learning as well as their attainment and progress against starting points and IEP targets. ? To provide constructive oral and written feedback with clear targets and guidance for future improvement in line with IEPs ? To keep high quality records to support tracking and monitoring of student progress using Learning Ladders. ? To report on student progress and attainment and well-being within the school's recording and reporting structure. ? To attend Parent Teacher Consultations to support teachers in sharing specific information with parents. Key Responsibility 4 - Advice and Guidance (NB All teachers are expected to provide appropriate learning experiences, differentiated to meet learner needs, in lessons) ? Provide advice and guidance to teachers on meeting learner needs in lessons so that every student, experiences success in learning. ? Contribute to provision mapping and annual reviews for students. ? To advise on 'play in learning' at various age groups. ? Support staff training to meet the needs of the students in the mainstream setting. ? To inform decision making about the Achievement Centre and the provision offered by ACe. ? To play a key role in leading on the development PLAY provision which contributes to the overall vision - Inspiring Minds, Creating Leaders; ? To ensure that PLAY and SEND provision across the schools reflects the priorities set in the improvement plans; ? To develop processes which encourage collaboration, positive well-being high quality learning provision, ? To promote innovation and creativity in relation to vulnerable students. ? To develop processes and materials for Continuous Professional Development oin relation to play and well being, so that all education staff can play an active role in providing for ACe students. Key Responsibility 5 - Processes, Procedures and Resources ? To support the development, in conjunction with the Achievement Team, processes and procedures through which the inclusion environment is managed to provide a high- quality experience for students and teachers; ? To support a systematic process of review and evaluation of policies and procedures in relation to inclusion in the schools. ? To ensure that the schools deliver on all performance targets related to inclusion as measured using the KPIs included in the SIP and Inclusion Strategy; ? To evaluate new and emerging technologies and make recommendations for support resources for identified students. ? To assist Teaching and Learning staff in exploring resources and materials and programs that might meet the requirements of particular individuals or group of students, especially in relation to play therapy. ? To support review processes to ensure the curriculum is reviewed and adapted to better meet learner needs. ? To support the implementation of accommodations within standardized and internal assessment for identified students. ? To work closely with the ACe Team to ensure that the Achievement Centre environment and resources meet learner needs - including the set-up of a sensory room. ? To use ICT and other technologies and learning resources as learning tools to inspire and motivate learners. ? To ensure that a stimulating learning environment is maintained in the Achievement Centre including provision of a high quality of display which conforms to the display policy and showcases student learning and achievement.

Job Type: Full-time