Secondary Special Educational Needs Coordinator

Secondary Special Educational Needs Coordinator (SENCO) Saint Too Bloom Academy is a new secondary school in Hong Kong dedicated to innovation, entrepreneurship, and bilingual education. Designed by a team of passionate educators, engineers, and entrepreneurs, our mission is to prepare young people to thrive in a rapidly changing world. Since the establishment of our sister school, Bloom KKCA Academy, in 2021, we have pioneered bilingual, interdisciplinary, and project‑based learning, forming partnerships across education, business, and social innovation sectors. In 2024, we expanded to our secondary campus, offering Cambridge IGCSE and A‑Level programs alongside a school‑based Key Stage 3 curriculum. We have since launched two additional pathways—the HKDSE and a US‑accredited project‑based pathway—to serve diverse learners. We now invite educators who are passionate about committing to an inclusive learning environment for all learners, including those with Special Educational Needs (SEN) to join us as we build a dynamic supportive, inclusive, and high‑functioning learning environment for all learners for emerging students. Position Overview We seek a dynamic, enthusiastic, and talented Secondary SENCO . The successful candidate will manage the coordination and execution of student support systems for students with Special Educational Needs (SEN). The core focus of this role is the effective implementation and monitoring of individualized provision. This involves identifying student needs, designing and tracking Individualized Education Plans (IEPs) and enrichment plans, and coordinating necessary resources and intervention strategies to maximize student outcomes and access to the curriculum. The SENCO will collaborate closely with teaching staff to ensure the integration of inclusive practices and differentiated instruction within the classroom. They will also serve as a key member of the Pastoral Care Team, assisting with safeguarding and social‑emotional needs, including embedding executive functioning skills across the curriculum. The position requires liaising with external specialists, managing documentation, and supporting parents and carers through communication and meetings. The SENCO will be responsible for ensuring that all student support activities comply with school protocols and Hong Kong's legal and safeguarding requirements. Key Responsibilities Identify and support students with Special Educational Needs (SEN) across the school. Design, implement, and monitor Individualized Education Plans (IEPs) and intervention strategies in collaboration with teaching staff and parents. Coordinate documentation and case tracking using the school's designated safeguarding platform (e.g., MyConcern) and maintain confidential student records. Liaise with external specialists (e.g., educational psychologists, speech therapists, social services) to facilitate assessments and ongoing student care. Serve as an advisor to the learning support team and homeroom teachers, providing relevant resources for students with SEN. Monitor and manage the resources allocated for SEN provision. Serve on the Safeguarding and Pastoral Care Team, documenting cases and offering insight on student well‑being and social‑emotional issues. Provide expert perspective on SEN‑related safeguarding issues, including necessary risk assessments and intervention plans. Provide counseling or referrals to external specialists as appropriate, and document all cases in accordance with school policy. Support parents and carers through regular meetings, communication, and workshops to foster strong home‑school partnerships. Ensure safeguarding and data protection compliance in all SEN‑related activities, in full compliance with local child protection laws and school protocols. Inclusive Practice and Curriculum Support Advise and coach teachers in implementing inclusive strategies and differentiated instruction that effectively support SEN students. Collaborate with subject teachers to adapt curricula and teaching materials to enhance student engagement and access for learners with SEN across all academic pathways (IGCSE, HKDSE, and A Level). Promote a whole‑school approach to inclusion, organizing training sessions for staff on relevant topics (e.g., specific learning difficulties support). Contribute to the ongoing development of the school's academic pathways, ensuring inclusive practices and flexible progression are embedded. Social‑Emotional Learning Collaborate with subject and homeroom teachers to embed executive functioning, metacognition, and social‑emotional learning (SEL) into the existing curriculum and advisory time. Offer guidance and resources for the integration of SEL and executive functioning skills (e.g., stress regulation, note‑taking). Serve as an advisor on student well‑being initiatives that promote resilience, regulation, and personal growth. Admissions & Assessments Assist with admissions assessments, including the design and review of admissions tools for students with SEN. Participate in admissions interviews and contribute to placement recommendations. Person Specification Essential Qualifications & Experience Bachelor's degree in Education, Special Education, Psychology, or a related field. Recognized teaching qualification (e.g., PGCE, Teaching License). Proven, successful experience coordinating or teaching students with Special Educational Needs (SEN) in a secondary school environment. Native fluency in English and Mandarin. Deep knowledge of local and international best practices for SEN. Ability to differentiate instruction and design effective intervention strategies to meet the needs of diverse learners. Experience with curriculum development and assessment design. Strong communication and interpersonal skills, with a commitment to building a positive school culture. The ability to collaborate with others as part of a team and to work with colleagues in English. Satisfactory criminal background check. Preferred Qualifications Relevant postgraduate qualification or professional certification in Special Educational Needs (e.g., NASENCO qualification or equivalent). A commitment to remaining in Hong Kong and to see through the initial development phase of the school. Experience in pastoral care or homeroom management. Strong familiarity with educational technology and case management software. Familiarity with Design Thinking and Project-Based Learning (PBL ) methodologies. Experience working with students with a range of learning needs, particularly those with diverse cultural backgrounds. Experience working in a bilingual or multicultural school environment. Position Type: Full‑time Start Date: August 2026 Reports To: Founder and Principal, Director of Academics Qualified candidates will be remunerated with a competitive salary commensurate with qualifications and experience. To apply, please mail your cover letter, resume, and educational philosophy to Personal information will be used for recruitment purposes only. Only shortlisted candidates will be contacted. Successful candidates will be expected to begin by August 2026. #J-18808-Ljbffr