Job Description

The Occupational Therapist at Tenby International School Setia EcoHill will play a key role in the development of the school's SEN Centre, providing high-quality occupational therapy assessment, intervention and consultation for students aged 4 to 16 across both Primary and Secondary. The post-holder will work directly with students with identified or emerging Special Educational Needs, supporting their functional participation, independence, regulation, access to learning and confidence within the school environment.

The Occupational Therapist will work as part of a multi-disciplinary SEN team,
collaborating closely with teachers, learning assistants, school leaders, parents and external professionals to ensure that support is practical, evidence-informed, developmentally appropriate and aligned with the school's inclusive ethos. The postholder is expected to conduct themselves in an appropriate professional manner at all times and to support and foster the aims of the School and Senior Leadership Team.

ABOUT TENBY INTERNATIONAL SCHOOL SETIA ECOHILL

Tenby International School Setia EcoHill follows the international school curriculum comprising IGCSE, beginning from kindergarten through to Secondary School. With over 800 students, we have gained a reputation for excellence and high standards in education.

We champion a transformative approach to learning that goes beyond the classroom. By igniting our students' curiosity and growing their self-confidence, we empower them to become the next generation of changemakers.

Tenby International School Setia EcoHill is part of ISP Malaysia, one of the leading education groups in Malaysia that operates Tenby Schools, Asia Pacific Schools and Straits International Schools. The nine school campuses are strategically located in the developed areas of Klang Valley in Selangor, Perak, Penang and Johor.

ISP Malaysia is part of ISP, a global community of over 100 international schools across more than 20 countries.

Key Benefits
• A culture of engagement and trust, where staff contributions are recognised
and valued.
• A passionate and motivated team of professionals who put children at the
heart of decision-making.
• An embedded commitment to professional development and employee wellbeing.
• Access to expertise, best practice sharing and learning opportunities across
countries and cultures.
• Competitive remuneration.
• School fee discount for children of employees.
• Medical outpatient and insurance benefits.

ISP Principles
• Begin with our children and students. Our children and students are at the
heart of what we do. Simply, their success is our success. Wellbeing and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding and Health & Safety issues and acting and following up on all concerns appropriately.
• Treat everyone with care and respect. We look after one another, embrace
similarities and differences and promote the well-being of self and others.
• Operate effectively. We focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community.
• Are financially responsible. We make financial choices carefully based on the
needs of the children, students and our schools.
• Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement.
For more information visit http://www.internationalschoolspartnership.com

Occupational Therapist - Key Responsibilities
Job Requirement
1. Recognised degree or postgraduate qualification in Occupational Therapy
from an accredited institution.
2. Current professional registration, or eligibility for registration, with the relevant
Malaysian regulatory body for allied health practitioners, and evidence of continuing
professional development.
3. A minimum of five years' direct occupational therapy experience with children and young people with Special Educational Needs, preferably across the 4-16 age range.
4. Significant experience working within, or in close partnership with, schools or educational settings, including direct work with Primary and Secondary aged students.
5. Strong understanding of common developmental, sensory, motor, socialemotional and neurodiverse profiles, including autism, ADHD, dyspraxia/DCD, sensory processing differences, developmental delay and physical access needs.
6. Experience contributing to Individual Education Plans, access arrangements,
intervention planning and multi-disciplinary case reviews.
7. High levels of professionalism, care, confidentiality and commitment to
safeguarding children.
8. Excellent oral and written English, with the ability to write clear assessment
reports, intervention plans and parent-facing recommendations.
9. A collaborative, flexible and solutions-focused approach, with the ability to work
effectively with teachers, learning assistants, parents and external specialists.
10. A genuine belief in inclusive education and in the education of the whole child.

Other Professional Requirements
1.Be well organised, proactive and able to manage a varied caseload across Primary and Secondary.
2. Set a good example to students through presentation, personal conduct and
professional communication, following the School dress code for all staff.
3. Establish and maintain effective and professional working relationships with
colleagues across the school.
4. Build and maintain cooperative relationships with parents and students,
communicating with warmth, clarity and professionalism.
5. Work flexibly within the school day to support students in classrooms, specialist areas, the SEN Centre and wider campus settings.
6. Be willing to share good practice and contribute to the professional
development of staff through coaching, workshops, observations and collaborative planning.
7. Have a working knowledge of School policies and procedures, particularly those relating to safeguarding, SEN, inclusion, health and safety, behaviour and
confidentiality.
8. Participate in meetings which may relate to the curriculum, pastoral care,
student welfare, administration or organisation of the School.
9. Support school events, transition activities and community engagement where this is relevant to the needs of students supported by the SEN Centre.
10. Undertake other duties as the Principal may reasonably direct.

Skills, Qualifications and Experience

• Recognised degree in Occupational Therapy (or equivalent qualification).
• Registered or eligible for registration with relevant professional body (e.g. HCPC or equivalent).
• Minimum of 2–3 years’ post-qualification experience working with children and/or adolescents with special educational needs.
• Experience working within an educational or school-based setting is highly
desirable.
• Strong knowledge of sensory processing, fine and gross motor development, and functional skills impacting learning and participation.
• Ability to conduct formal and informal assessments and develop evidence-based intervention programmes.
• Experience supporting students across Primary and Secondary age groups (4–16 years).
• Ability to work effectively as part of a multidisciplinary team within an inclusive school environment.
• Strong interpersonal, communication and report-writing skills.
• Commitment to safeguarding, child protection and promoting the welfare of
children and young people.
• High level of professionalism, organisation and ability to manage a varied caseload independently.

ISP Commitment to Safeguarding Principles

ISP is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. All post holders are subject to appropriate vetting procedures and satisfactory Criminal Background.
Checks or equivalent covering the previous 10 years’ employment history. 

ISP Principles

Begin with our children and students. Our children and students are at the heart of what we do. Simply, their success is our success. Wellbeing and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding

and Health & Safety issues and acting and following up on all concerns appropriately.

Treat everyone with care and respect. We look after one another, embrace similarities and differences and promote the well-being of self and others.

Operate effectively. We focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community.

Are financially responsible. We make financial choices carefully based on the needs of the children, students and our schools.

Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement.

ISP Commitment to Safeguarding Principles

ISP is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. All post holders are subject to appropriate vetting procedures, including an online due diligence search, references and satisfactory Criminal Background Checks or equivalent covering the previous 10 years’ employment history.

ISP Commitment to Diversity, Equity, Inclusion, and Belonging

ISP is committed to strengthening our inclusive culture by identifying, hiring, developing, and retaining high-performing teammates regardless of gender, ethnicity, sexual orientation and gender expression, age, disability status, neurodivergence, socio-economic background or other demographic characteristics. Candidates who share our vision and principles and are interested in contributing to the success of ISP through this role are strongly encouraged to apply.