The role of the Lead Specialist Assessor is to oversee and maintain the assessment process with both internal assessments done by the Learning Support team and external assessments; to conduct internal specialist teacher assessments and baseline assessments (i.e. LUCID); to oversee the administration aspects of access arrangements; to provide training to support pupils on how to use confirmed access arrangements. The Lead Specialist Assessor will also act as a Learning Support Teacher, and where needed, teach pupils with special educational needs and/or disabilities. This role will be working within a dynamic and forward‑thinking department alongside other highly trained and enthusiastic staff members.
Responsibilities
- Conduct assessments/screens (number of weekly assessments depends on referrals and time of year). This process includes:
- Administration work before an assessment.
- Administration work after an assessment.
- Meeting with the pupil for assessment feedback and providing training on how a pupil will use their access arrangements, if they qualify.
- Liaising with Head of Learning Support and/or House Master about further support needed in some scenarios.
- Assessments such as Access Arrangements Assessment, Handwriting Assessment, F Block (year 9) and New Boy LUCID Assessment, C Block (year 12) Review Assessments, or Bespoke Update Assessments.
- Regular monitoring of new referrals which will be discussed in a weekly meeting with the Head of Learning Support.
- Oversee tracking, allocation and administration of internal assessments and external assessments.
- Understand JCQ and CIE regulations and advise the wider Learning Support department on these, keeping abreast of any annual changes.
- Oversee and complete Form 8, Form 9 and Continuation paperwork, liaising with the Head of Learning Support and Exams Office.
- Run half‑termly reports on Access Arrangements data.
- Lead assessments allocated to other internal Specialist Teacher Assessors and check their assessments before they are shared with the Head of Learning Support.
- Organise and run Assessment Team meetings biweekly.
- Oversee the administration and use of Literacy Screening Assessment (LUCID Exact) and collect and use data from MIYDIS or other baseline assessments, liaising with the Director of Studies.
- Review paperwork of incoming pupils to recommend update assessments following discussion with the Head of Learning Support and oversee any agreed actions.
- Regularly review and adjust the referral, evidence collection, confirmation of access arrangements form, internal assessment and tracking process and paperwork.
- Provide addendum letters for university transition post‑A Levels where needed.
- Liaise with a range of people to best support pupils, including House Masters, Subject Masters, Tutors, the Stephenson Centre for Wellbeing and parents.
- Work with subject departments to develop progress tracking and evidence collection approaches to inform when a threshold is met for a referral and possible assessment.
- Teach Learning Support lessons as required, working with pupils from years 9‑13 (mostly in small groups but sometimes 1:1). Focus includes executive functioning skills, study skills, exam techniques, literacy and numeracy skills.
- All employees of Eton College are also expected to:
- Develop a good understanding of safeguarding procedures, given all positions are classed as ‘regulated activity’.
- Demonstrate a commitment to safeguarding and promoting the welfare of children, completing safeguarding training as required and complying with all safeguarding procedures.
- Understand and comply with procedures and legislation relating to confidentiality.
- Display a commitment to and promotion of equality, diversity and inclusion.
Qualifications and Experience
- Specific Learning Difficulties (SpLD) specialist qualifications in teaching and assessments.
- Up‑to‑date Assessment Practising Certificate (APC) is desirable but not essential.
- Proven record of working as a practitioner/teacher of pupils with SpLDs.
- Degree‑level qualification in a relevant subject.
- Experience supporting children with a range of special educational needs and/or disabilities.
- Previous teaching experience is essential, with confidence to teach a variety of GCSE and A level subjects.
- Previous experience of SEND teaching at a high academic level is desirable.
- Excellent written and verbal communication skills.
- Excellent organisational and IT skills, especially with Excel.
Desired Attributes
- Self‑motivated, positive, enthusiastic with a pro‑active ‘can do’ attitude.
- Flexible, approachable, open and honest with the ability to adapt to changing situations.
- Enthusiastic with the ability to motivate and inspire students.
- Able to demonstrate a commitment to the ethos of Eton College.
Employment Terms
This is a permanent contract, and the post holder will be expected to work onsite at Eton College. The post holder will be expected to work 35 hours per week, Monday to Friday, with core hours including two late evenings until 6pm and an hour unpaid for lunch each day. There will be some flexibility with how the hours are worked by mutual agreement with the successful applicant. The post holder will also work during Eton College term time (32 weeks) plus three days at the start of each term, during the College’s INSET (1.8 weeks). The post holder will receive 5.6 weeks of paid holiday each academic year, to be taken during the first arising non‑term periods. If a bank holiday falls during a school term, the post holder may be required to work that day, and how this is handled will be by mutual agreement with the Head of Learning Support. The remainder of the school holidays constitute unpaid holiday.
Benefits
Working at Eton College comes with a wide range of benefits that recognise and reward our staff. These include a generous pension scheme with an 11% employer contribution (4.9% employee contribution), salary exchange for pensions and private healthcare, a confidential Employee Assistance Programme, and enhanced family‑friendly pay. Colleagues also benefit from a cycle‑to‑work scheme, subsidised lunches during term time, free or significantly discounted access to the College’s excellent sport and leisure facilities, and discounts with local retailers and businesses.
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