Special Educational Needs Coordinator – Junior School (Local position – with knowledge of Brazilian inclusion legislation)

Overview 

This is a key academic leadership role responsible for coordinating the provision of support for pupils with special educational needs (SEND) across the Junior School (Early Years, KS1 and KS2). The role places a strong emphasis on early identification, collaborative diagnostic processes, family engagement, and alignment with the Brazilian Inclusion Law. The post holder will lead the Learning Support staff and 1:1 Special Needs Assistants working within the Junior School, while working closely with classroom teachers, school counsellors, and external professionals to ensure a joined-up, responsive approach to SEND. 

About us:

St. Paul’s was founded in 1926 and was the first school in South America to receive accreditation from the UK government as a British School Oversees. Fully coeducational, with about 1,000 pupils, aged from 3 to 18, it is a school with history and tradition, but which embraces innovation, contemporary values and the latest in digital learning. We are a world-class school, and an international member of HMC and IAPS, and a member of COBIS and the LAHC. We are proud of our local, national and international reputation and we constantly strive to improve the opportunities for our pupils and staff. Our recent BSO inspection judged us as a leading British School overseas, and you can download the report from our website. Our exceptional facilities place teaching and learning at the heart of the school.

Watch a video of the school:

More details about the school can be found at www.stpauls.br.

Key Responsibilities 

1. Early Identification & Diagnostic Processes 

• Lead the process of early identification of pupils’ special educational needs, particularly in Early Years and Key Stage 1 where formal diagnoses are often not yet established. 

• Collaborate closely with school counsellors and external professionals (e.g. psychologists, psychiatrists, neurologists, speech and occupational therapists) to develop a well-informed picture of each child’s needs over time. 

• Monitor, document, and regularly review pupils’ developmental pathways, ensuring timely communication with staff and families. 

2. Family Support & Mediation 

• Act as a bridge between the school and families, offering sensitive, non-judgemental guidance throughout the special educational needs journey and removing, whenever possible, the barriers. 

• Support parents in understanding their child’s needs, the role of the school, and possible next steps, including referrals to external professionals. 

• Clearly communicate potential barriers to parents, teachers and caregivers 

• Demonstrate empathy, patience, and diplomacy when working with families who may be facing emotional resistance or uncertainty regarding potential special needs. 

3. Legal Compliance & Documentation 

• Possess a solid understanding of the Brazilian Inclusion Law (Lei Brasileira de Inclusão, Law 13.146/2015) and ensure that the school’s practices and documentation are fully aligned with local legislation. 

• Oversee the development and implementation of Individual Educational Plans (IEPs), known locally as AEE similar, ensuring they are accurate, purposeful, and legally compliant. 

• Guide and support teachers and assistants in producing and reviewing SEND-related documentation. 

4. Teacher Support & Capacity Building 

• Provide guidance, resources, and coaching to classroom teachers  and 1:1 Assistants to help them differentiate lessons and create inclusive learning environments. 

• Encourage collaborative planning to meet the needs of all learners, embedding inclusive strategies in everyday classroom practice. 

• Support the professional development of staff through workshops, observations, feedback, and ongoing dialogue around SEND and inclusive pedagogy. 

5. Leadership of the Learning Support Team 

• Supervise and support the work of Learning Support Teachers and 1:1 Special Needs Assistants within the Junior School. 

• Ensure team members have clarity on their roles, appropriate training, and consistent feedback to develop their practice. 

• Foster a collaborative, compassionate, and proactive team culture focused on pupil well-being and inclusion. 

• Collaborate closely with the Senior School SEN leader and their Team to ensure continuity, co-operation and sharing of best practice

Safeguarding

The school is committed to safeguarding and promoting the welfare of children and expects all staff and volunteers to share in this commitment. The offer of the role would be made subject to receipt of satisfactory references, proof of relevant qualifications, identification checks and other safeguarding checks (including Internet and Social Media profiles and exposure), an overseas check if appropriate and a pre-placement medical assessment. Proof of entitlement to work in Brazil is also required where necessary.

Equality, Diversity and Inclusion

St Paul’s is committed to equality, diversity and inclusion. We recognise the value of diverse environments and strive to promote a culture in which all pupils, staff and members of the school community are welcomed and supported to fulfil their potential, regardless of their background or personal characteristics. We oppose all forms of unlawful and unfair treatment, embarrassment, discrimination, bullying and harassment.

Essential 

• Qualified educator or psychologist with proven experience working with Early Years and/or Key Stages 1 and 2 pupils. 

• Strong understanding of the Brazilian legal framework on inclusion in schools, especially Law 13.146/2015. 

• Experience working collaboratively with multi-disciplinary teams and external specialists. 

• Fluent English & Portuguese 

• Proven ability to support families through processes of observation, assessment, and potential diagnosis. 

• Excellent interpersonal and communication skills, with emotional intelligence and the ability to handle sensitive situations with discretion and empathy. 

• Organised, flexible, and proactive, with a strong sense of professional responsibility. 

Desirable 

• Postgraduate qualification in Inclusive Education, SEN, Psychopedagogy or a related field. 

• Experience / knowledge of UK Special Educational Needs approach 

• Experience working in international or bilingual schools. 

• Previous experience leading a team or coordinating support staff.