SENDCo., Primary School; Term – AY

Job overview

The Arbor School is seeking an exceptional and passionate SENDCo.(Special Educational Needs and Disabilities Coordinator) to join our thriving community. This is an exciting opportunity for a skilled middle leader who is deeply committed to inclusive education and believes that every child can flourish. The successful candidate will bring extensive SEND experience and a strong understanding of research-informed inclusive practice. Working under the guidance of the Head of Inclusion, you will lead a team of inclusion teachers and support staff, ensuring high-quality provision across the Primary School.

You will coordinate the day-to-day operations of the SEND department, develop and adapt curriculum pathways and targeted interventions to meet the needs of a diverse range of learners, including students with autism, dyslexia, ADHD and physical disabilities, and collaborate closely with class teachers, specialists, year group leaders and department heads to embed inclusive practices across the school. Strong communication with parents, delivery of professional learning, and engagement in action research focused on sustainable, skills-based development will be key aspects of the role.

We are ideally seeking a candidate to join us in Term 3; however, for an exceptional candidate, a start date of August 2026 may be considered.

The Arbor School opened in 2018 with a very different vision of what education could and should be – experiential, authentic and inspired by the natural beauty, human ingenuity, and profound ecological and social challenges of the Arabian Peninsula.

The cultivation of a learning community uniquely committed to understanding and restoring the health of ecological and human communities as interconnected parts of a whole requires equal parts optimism, ambition, and humility. A fundamental belief in the inherent goodness of people and their capacity to act with empathy and compassion underscores the sense of hope that is fundamental to learning for a sustainable future.

The resilience and determination to tackle challenges that have grown to global proportion is essential to finding sustainable solutions and orchestrating the social changes needed to grow them to scale. The realisation that comes from recognising that we are all students – never a master – drives our commitment to ignite a lifelong love of learning.

Recognising the interconnected nature of the cognitive, affective, and participative domains, and their roles in shaping learning, we are pursuing a holistic approach to teaching and learning, designed to prepare learners:

• to understand the interconnected concepts of sustainability, individual and collective well‑being, and environmental and social justice;
• to find purpose, meaning and joy in their interactions with the natural world and with each other, and to seek to understand people who are different to themselves;
• to experience a sense of accomplishment and self‑efficacy through their actions at home, in school and in the wider world.

Arbor teachers are part of a community which is inclusive, fun‑loving, and active. Arbor teachers enjoy authentic friendships with their colleagues, positive relationships with school leaders, who care for their wellbeing, and are a team in the true sense. Arbor teachers are resilient in the face of challenge, are stable and calm in the face of change, and creative and flexible when solving problems.

Arbor teachers bring their passions and interests to enrich our school and are clear that there is an expectation to do so. We commit to meeting agreed deadlines, to communicating proactively with an assumption of positive intent and share a passion to provide an education of the highest quality to our students.

As a member of the Middle Leadership Team, you will work in close partnership with the Head of Inclusion to lead and further develop the SEND provision across the school. You will champion the learning and personal development of students with special educational needs and disabilities, ensuring high-quality, inclusive practice is…