PROVISION LEAD – COGNITION & LEARNING

We are seeking to appoint a committed, organised and compassionate Provision Lead for Cognition & Learning to play a key role in supporting students with additional needs across the school. The successful candidate will work closely with the SENDCo to identify students requiring academic intervention and coordinate a range of targeted support programmes. This will include planning, delivering and reviewing literacy and numeracy interventions, alongside supporting small groups of students on a personalised curriculum, including accredited courses where appropriate. Personalised targets will be informed by baseline assessments, KS2 data, Access Reading Test outcomes and Cognitive Abilities Test data. You will be responsible for assessing and reviewing progress at regular 6-week intervals against personalised targets, including the creation and review of Learning Plans through Provision Map where necessary. The role will involve tracking student progress, adapting provision to meet evolving needs and ensuring interventions have a measurable impact on learning outcomes. The successful candidate will work closely with curriculum teams to ensure intervention provision aligns effectively with the English, history, RE, maths and science curricula. You will also liaise with the Intrepid Provision Lead to ensure that appropriate provision is identified and implemented for individual students. Additional responsibilities will include maintaining communication with parents regarding provision and progress, contributing towards Access Arrangement centre-based evidence files, and supporting the delivery and monitoring of interventions across the school. The role will also involve timetabling intervention sessions, training and supporting staff in the delivery of intervention programmes, and leading small group INSET sessions for identified colleagues. Continuation of LSA duties within the classroom will also be required as directed by the SENDCo. Applicants should have excellent interpersonal and communication skills, with the ability to build positive and supportive relationships with young people who may experience barriers to learning. Experience of working with students with SEND, particularly cognition and learning needs, is essential, alongside a proactive and reflective approach and a commitment to ongoing professional development.