Inclusion Enabler - Early Years Services

To work in a nominated Cluster area to raise achievement and diminish differences between vulnerable groups. To provide dedicated support and practical advice across the early years sector, ensuring the quality and effectiveness of quality first inclusive practices and SEND Support is effective for individual children. To work directly with individual children and families to raise aspirations and promote inclusion. To support implementation of improved working practices across Dudley early years provisions and schools, offering the Early Years Foundation Stage (EYFS), namely childminders, pre-schools, day nurseries, Reception Year in schools.

To ensure:

• The identification of young children who have Special Educational Needs and Disabilities (SEND) is accurate and effective.
• Assessment and provision to meet needs of children and young people who have SEND are effective.
• Outcomes for children and young people who have SEND are improved.

To be a champion for Dudley children with SEND, to secure their well-being and ensure that they achieve the best possible outcomes from starting points. Through strong collaboration with partners and providers across the local area, ensure the support and advice for children with SEND is of the highest quality possible and that children who need help have access to the right services at the right time throughout the continuum of provision. To support the delivery of Dudley's Integrated Early Years Service Strategy for support and intervention across the early years sector and support the agreed policies and practice for support and intervention.

Responsibilities:

• Delivering improvements in working practices that promote Dudley's shared vision of inclusion across the continuum of provision, to ensure the needs of children who have SEND are being met and outcomes are improved.
• Carrying out the Initial Assessment of Need process for an allocation of individual children referred into the Service, at both SEND support and Education Health and Care Plan (EHCP) level, in both the home environment and education setting as required.
• Working in partnership with the parent/carers, setting/school staff and other professionals who know the child to write a SEND Support Plan, identifying appropriate outcomes for the child and family, in collaboration with others.
• Planning and co-ordinating the support required for the child, family and setting, as detailed in the SEND Support Plan.
• Ensuring all individual child records, service transition lists, safeguarding register and setting spreadsheets are accurate and kept updated in a timely way.
• Leading on the planning, delivery and evaluation of parent/child/practitioner support groups in liaison with senior managers, others on the team and other agencies such as health and Family Centre staff.
• Providing effective support and challenge, so that pre-schools and schools develop skills, knowledge and increased confidence in meeting needs of children with SEND.
• Provide advice and strategies that enable children who have SEND to access the EYFS curriculum ensuring full participation in the life of the setting/school.
• Deliver bespoke on-site training for 'priority' pre-schools and schools.
• Work in partnership across the local area, supporting the development of an 'Early Identification System' that ensures placement for children in the EYFS stage in mainstream settings remain secure, resulting in a reduction in the need for changes in placements and successful transition to Dudley mainstream and specialist school placements.
• Promote an inclusive 'Communication Friendly' approach in all EYFS pre-school and school settings, ensuring that SEND provision is embedded in whole setting development with strategic ownership from setting leaders and the promotion of joint practice development between EYFS settings.
• Being responsible for the day-to-day management of a caseload of children with special educational needs with the support of the Team Leader - School Readiness.
• Support the development of effective coordinated and integrated services for children in the EYFS who have SEND.
• Ensuring that each child's experiences and successes are recorded and facilitate joint assessments with other professionals where appropriate.

Requirements:

• Early Years Degree or teaching qualification.
• Experience of contributing to a successful Ofsted Inspection leading to a 'Good or better outcome'.
• Experience of involvement with working with children with SEND e.g. Autism Spectrum Disorder.
• Substantial experience of direct work with individual children and families to raise aspirations and promote inclusion.