About the role
The Inclusion Base Lead is a new key role in managing the education and pastoral support for some of our most vulnerable students, who on occasion are unable to manage in lessons because of behaviour or other reasons, and need specialist support. The role reports directly to the Assistant Head (Behaviour for Learning) and complements the work of the pastoral team.
The Inclusion Base Lead will coordinate the planning and delivery of learning activities for disaffected students who have been removed from usual lessons, co‑ordinate and supervise students who have been internally isolated or relocated from lessons, and develop restorative practices intended to modify and improve behaviour and to strengthen relationships between students and staff.
The school aims to promote achievement and enjoyment, while providing students with the skills and confidence they need to learn independently. As a pastoral role, the Inclusion Base Lead must be able to relate to young people and should have strong behaviour management skills. The role will challenge and motivate students to promote and reinforce appropriate behaviour in accordance with the school policy so that effective learning can take place.
As this is a new role for the school, the successful applicant will have a significant input into the strategic and operational direction of the post.
Support for students
* Work with students who have been relocated or placed in internal isolation for missing an after‑school detention or other relevant consequence.
* Talk to students about their behaviour patterns and support them in developing strategies to improve their in‑class experience.
* Create an appropriate atmosphere and culture in the Inclusion Base to support both students and staff in creating a calm and learning‑focussed environment.
* Talk to students who struggle to manage their regulation and support them with strategies to manage their needs more effectively.
* Work in partnership with parents of students with overt behavioural needs.
* Develop 1:1 mentoring arrangements with students which enable the students to agree plans and targets to move forwards.
* Provide information and advice to enable students to make choices about their own learning, behaviour and attendance.
* Provide support to students to enhance their emotional health and well‑being.
* Promote and reinforce positive self‑esteem through developing small steps to success.
* Liaise with subject leaders to ensure appropriate resources are available for all students in Years 7 to 11.
* Liaise with Heads of Year and Guidance & Welfare, SENDCO, School Counsellor, EBSA practitioner etc to ensure information about student needs is shared appropriately.
* Liaise regularly with line manager (Assistant Head – Behaviour for Learning).
* Maintain records of all students using the Inclusion Base, including online registration (Lesson Monitor). The records will indicate the reason a student has been directed to the Base, what work was undertaken and their attitude while in the Base.
* Provide a half‑termly report indicating usage of the Base and evaluating progress made with individual students and any issues that have arisen.
Support for the teacher
* Support students’ access to learning using appropriate strategies, resources, etc.
* Maintain a suitable learning atmosphere and environment in the Inclusion Base.
* Provide feedback on students’ progress as required.
* Maintain records as agreed with other staff, contributing to reviews as requested.
* Assist in the implementation of strategies to promote positive behaviour and attitude.
* Work with other staff planning, evaluating and adjusting learning activities as appropriate.
* During quiet times, be present around the school, supporting in developing strategies to support the students most in need.
Support for the school
* Contribute to the overall ethos, work and aims of the school.
* Attend and participate in relevant meetings as required.
* Participate in training and other learning activities and performance development as required.
* Monitor and evaluate students’ responses and progress against action plans through observation and planned recording.
* Establish constructive relationships with parents/carers, exchanging information, facilitating their support for their child’s attendance, access and learning and supporting home‑to‑school and community links.
Person Specification
* GCSEs (or equivalent) in English and Maths, qualifications in literacy/numeracy and NVQ Level 2 of the National Framework, ideally working towards Level 3.
* Experience of working with children in an educational setting is essential.
* A proven track record of successfully working with disaffected young people.
* Experience of assisting students with their learning.
* Ability to communicate effectively with teachers, students and external agencies.
* Ability to work autonomously and as part of a team.
* Good organisation, time management, communication and interpersonal skills.
* Good research and planning skills.
* Knowledge of the principles involved in giving advice and guidance to young people including the place of confidentiality and sharing information.
* A clear understanding of the factors which lead to educational disaffection in young people.
* The ability to work flexibly.
* Patience, resilience, tolerance and a genuine understanding of the difficulties that students may encounter with their school and home life.
* The ability to find creative and imaginative solutions to problems.
* The ability to produce detailed, concise reports.
This job description outlines the main duties of the role but is not exhaustive; the postholder may be required to undertake additional responsibilities reasonably aligned with the level and nature of the position in line with the school’s evolving needs.
Conditions of Service
* Salary Grade: Unqualified Teacher Rate point 1-6 (starting point dependent upon experience).
* Salary: £22,601 – £35,259 (pro rata).
* Contractual hours: 32.5 hours per week, 8.30 am – 4.30 pm, Monday to Friday (one hour for lunch).
* Contract type: One Year Fixed (with a view to making a permanent appointment).
* Contractual weeks: Term time only.
* Annual leave: Leave entitlement including bank holiday payments included.
Further Information
The Blandford School values the diversity of our workforce and welcomes applications from all sectors of the community.
The Blandford School is committed to safeguarding and promoting the welfare of children and young people; this is a commitment which we expect all staff and volunteers to share. The successful candidate will be required to have a Disclosure and Barring Service check in line with the Government’s safer recruitment guidelines.
This role is UK based and your Right to Work will need to be established as part of the appointment process.
This post is exempt from the Rehabilitation of Offenders Act (ROA) 1974. The amendments to the ROA 1974 (Exceptions Order 1975, 2013 and 2020) provide that when applying for certain jobs and activities, certain spent convictions and cautions are ‘protected’ and do not need to be disclosed to employers; if they are disclosed, employers cannot take them into account. The MOJ’s guidance on the Rehabilitation of Offenders Act 1974 and the Exceptions Order 1975 provides information about which convictions must be declared during job applications and related exceptions; further information about filtering offences can be found in the DBS filtering guide.
Keeping Children Safe in Education: The Blandford School will conduct online searches of shortlisted candidates. This check will be part of a safeguarding check and the search will purely be based on whether an individual is suitable to work with children. All aspects of social media and internet searches will be conducted. In order to avoid unconscious bias and any risk of discrimination, a person who will not be on the appointment panel will conduct the searches and will only share information if and when findings are relevant and of concern.
About Us
The Blandford School is a short description of the school.
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