Basirat Ajoke Surakatu

Job Role: Teacher/SENCo Assistant (Basirat Ajoke Surakatu) at the British Creative Institute (BCI)

1. Introduction

Basirat Ajoke Surakatu serves as a Teacher and Special Educational Needs Coordinator (SENCo) Assistant at the British Creative Institute (BCI). In this role, she works collaboratively with teaching staff, support teams, and families to create an inclusive and nurturing environment for post-16 learners with Special Educational Needs and Disabilities (SEND). Basirat’s responsibilities encompass the delivery of high-quality instruction, the coordination of individual support plans, and the fostering of students’ academic, social, and emotional development.

2. Key Responsibilities

1. Classroom Teaching
   • Lesson Planning and Delivery:
     Basirat develops and delivers engaging lessons that align with the curriculum and accommodate a wide range of learning needs. By differentiating content, resources, and activities, she ensures that post-16 SEND learners experience meaningful progression in knowledge and skills.
   • Assessment and Feedback:
     She employs both formative and summative assessment methods, using continuous feedback to guide her teaching approach and better meet each learner’s needs.
   • Resource Development:
     Recognising that each student learns differently, Basirat creates and adapts teaching materials, employing visual aids, interactive activities, and technology-assisted instruction tailored to individual learning styles.
2. SENCo Support
   • Collaboration with SENCo:
     As the SENCo Assistant, Basirat supports the SENCo in devising and updating Individual Education Plans (IEPs) and Education, Health, and Care Plans (EHCPs). Her insights on student performance help shape realistic, yet aspirational, targets for each learner.
   • Monitoring Progress:
     Working closely with the SENCo, Basirat tracks learners’ academic and personal development. She collects data on attendance, attainment, behaviour, and wellbeing, ensuring the SEN team can make timely interventions where required.
   • Liaising with External Professionals:
     She often collaborates with educational psychologists, therapists, and social workers to ensure specialised support is integrated effectively into each student’s learning plan.
3. Pastoral Care and Wellbeing
   • Student Advocacy:
     Basirat advocates for students during meetings with parents, carers, and external agencies. She ensures that each learner’s voice is heard and that their goals are captured in their personalised education programmes.
   • Emotional and Social Support:
     By fostering a safe and supportive classroom environment, she encourages students to develop social skills, resilience, and confidence. Her empathetic approach helps learners feel valued and motivates them to fully engage in their education.
   • Behaviour Management:
     Applying positive behaviour strategies, Basirat uses preventative measures to maintain a calm learning atmosphere. She works alongside other staff to offer consistent guidance and praise, reinforcing good conduct and achievement.
4. Inclusive Curriculum Development
   • Differentiated Schemes of Work:
     Basirat contributes to the wider curriculum review by sharing her expertise in differentiating content for SEND learners. She collaborates with faculty members to align lesson objectives, while ensuring practical and accessible learning experiences.
   • Life Skills Integration:
     Understanding the importance of holistic development for post-16 learners, she supports the incorporation of life skills into academic subjects. From budgeting exercises in maths to communication drills in English, Basirat helps weave vital skills into everyday lessons.
   • Assessment Modifications:
     She assists in adapting assessments to suit each learner’s ability level. This may include providing extra time, offering scribe or reader support, or using a portfolio-based approach to evaluate progress.
5. Professional Development
   • Continuous Learning:
     Basirat participates in regular training sessions to enhance her expertise on the latest developments in SEND practice. This may include courses on Autism Spectrum Conditions, dyslexia, and social, emotional, and mental health (SEMH) needs.
   • Sharing Best Practice:
     She frequently shares strategies, success stories, and new resources with colleagues, helping build a collaborative culture that benefits all learners.
   • Mentoring and Guidance:
     As a Teacher/SENCo Assistant, Basirat also offers informal mentoring to newer staff or classroom assistants, supporting them in understanding effective strategies for working with post-16 SEND students.
6. Family and Carer Engagement
   • Regular Communication:
     Basirat organises parent-teacher meetings, phone calls, and written updates to keep families informed about their child’s progress, achievements, and challenges.
   • Workshops and Information Sessions:
     She contributes to workshops aimed at equipping parents and carers with strategies they can apply at home, reinforcing the skills taught in the classroom.
   • Holistic Support Network:
     By liaising with external services (such as counselling agencies, social services, and healthcare providers), Basirat ensures each learner has a robust support network that extends beyond the college environment.
7. Administration and Data Management
   • Record Keeping:
     Basirat maintains detailed records of assessments, interventions, and support services, ensuring the SEN department has accurate data to inform policy and practice.
   • Policy Implementation:
     In collaboration with the SENCo, she helps implement and review safeguarding, equality, and inclusion policies.
   • Quality Assurance:
     By monitoring progress across groups of learners, Basirat contributes to departmental reviews, audits, and inspection readiness, ensuring BCI consistently meets or exceeds regulatory standards.

3. How Basirat Fulfils Her Role for Post-16 SEND Learners

1. Personalised Learning Approaches
   Basirat’s core teaching philosophy centres on personalising instruction for each learner. She begins by reviewing educational histories, diagnostic reports, and prior assessments to build a profile of each student’s strengths, interests, and areas of need. By using differentiated tasks and scaffolding techniques, she ensures that learners develop essential skills at an appropriate pace.
2. In-Depth Progress Monitoring
   To gauge learners’ development effectively, Basirat employs a range of assessment tools—from informal quizzes and peer assessments to structured observations and formal tests. She uses this evidence to refine her teaching plans, ensuring students remain motivated and challenged. Basirat communicates any concerns regarding academic progress or emotional wellbeing to the SENCo and other relevant staff promptly, allowing targeted interventions to be put in place without delay.
3. Collaborative Partnerships
   • Teamwork with SENCo and Teachers:
     Basirat functions as a vital link between classroom practitioners and the SEN department. She consults with teachers to embed inclusive strategies within mainstream lessons and to coordinate any necessary adaptations.
   • External Agencies and Professionals:
     In her SENCo Assistant capacity, Basirat schedules consultations with educational psychologists, speech and language therapists, and other specialists, integrating their guidance into teaching strategies. This multi-agency approach ensures comprehensive support that addresses cognitive, behavioural, and therapeutic needs.
4. Building Student Confidence and Independence
   For post-16 learners preparing for adulthood, confidence and independence are key outcomes. Basirat focuses on self-advocacy skills—encouraging students to express their preferences, ask questions, and set personal goals. Whether teaching employability skills or facilitating practical workshops (such as interview practice), she places learners at the centre of their own progress.
5. Social and Emotional Wellbeing
   Post-16 learners often face heightened anxiety and social pressures. Basirat counters this through small group sessions, mentoring, and open discussions about coping strategies. She fosters a supportive network, encouraging peer collaboration and positive interactions. This environment helps reduce stigma and promotes a sense of belonging among all learners, including those with SEND.
6. Successful Transition Programmes
   • Preparation for Further Studies or Employment:
     She collaborates with careers advisors and local employers to arrange work experience placements, mock interviews, and career workshops. These activities give SEND students valuable exposure to real-world contexts and help them build transferable skills.
   • Life Skills Integration:
     Basirat’s commitment to combining academics with practical life skills is exemplified by modules on budgeting, cooking, and travel training, which prepare learners for independent living beyond the classroom.
7. Inclusive Classroom Management
   • Clear Expectations:
     Basirat establishes clear behavioural and academic expectations in each lesson, providing visual supports or task lists where needed. This predictability reduces anxiety for learners who thrive on routine and structure.
   • Positive Reinforcement:
     She recognises and praises effort, resilience, and cooperation. By celebrating small steps of progress, Basirat encourages an intrinsic motivation for learning and personal growth.
   • Flexible Grouping:
     She strategically organises learners into pairs or small groups based on ability, interest, or support needs, promoting peer interaction and mutual support.
8. Professional Growth and Leadership
   • Reflective Practice:
     Basirat regularly evaluates her own methods, seeking feedback from colleagues, students, and families to refine her teaching style.
   • Leading by Example:
     As an active participant in staff training sessions, Basirat demonstrates a commitment to professional excellence. Her willingness to share experiences and resources makes her a key figure in promoting best practice across the institute.
   • Mentoring Others:
     As she grows in expertise, Basirat offers guidance to new staff and volunteers, ensuring a consistent, institute-wide approach to supporting SEND learners.
9. Demonstrable Impact
   • Enhanced Academic Achievement:
     Through differentiated teaching and regular assessments, Basirat ensures that most students show measurable progress in literacy, numeracy, and subject-specific targets.
   • Improved Attendance and Engagement:
     Her engaging lessons and supportive environment contribute to better attendance and lower dropout rates for post-16 SEND learners.
   • Positive External Reviews:
     Observations and reports from external agencies, including Ofsted, highlight BCI’s commitment to inclusion and note Basirat’s active role in student development and wellbeing.

4. Conclusion

In her dual capacity as a Teacher and SENCo Assistant at BCI, Basirat Ajoke Surakatu exemplifies a holistic, student-focused approach to education. She seamlessly integrates curriculum content with personalised support strategies, helping post-16 SEND learners maximise their academic potential while building essential life skills. Through her collaborative work with the SENCo, her dedication to pastoral care, and her emphasis on continuous professional development, Basirat ensures that students receive the comprehensive support they need to thrive.

Her commitment to inclusive education, underpinned by strong partnerships with parents, carers, and external agencies, creates a positive learning environment where every student feels empowered to reach their goals. By maintaining high standards of teaching, actively involving students in their own learning, and prioritising wellbeing, Basirat contributes significantly to BCI’s reputation as a supportive and forward-thinking institution. Through her efforts, post-16 SEND learners leave BCI better prepared for further study, employment, and the broader challenges of adult life.