Organisation Lead for Quality of Education in Basingstoke

Your Role

Job Purpose

The Organisation Lead for Quality of Education provides strategic, organisation-wide leadership for the development, implementation and continuous improvement of educational quality across all provisions. The postholder will champion The Inclusion Way and lead the implementation of the Teaching for Excellence Framework, ensuring that curriculum, teaching, learning, assessment and learner experience are ambitious, inclusive, trauma-informed, relational and evidence-informed. Working collaboratively with Heads of Provision, Teaching, Professional Learning and Development Leads (TPLDs), Exam Officers and external partners, the postholder will strengthen professional practice, develop coherent quality assurance and improvement cycles, and ensure that assessment information is translated into meaningful action. The role will support settings through inspection, peer review and Local Authority review while respecting the accountability of Heads of Provision for their individual settings and for examinations.

1. Strategic Leadership of Quality of Education

1. Lead the strategic development, implementation and evaluation of the organisation's Quality of Education strategy, ensuring alignment with The Inclusion Way, organisational priorities, statutory responsibilities and inspection frameworks.
2. Champion a culture of high expectations, inclusion, continuous improvement and accountability across all provisions.
3. Lead the development of ambitious, inclusive and evidence-informed educational practice, ensuring trauma-informed, relational and learner-centred approaches are embedded throughout the organisation.
4. Advise senior leaders and Heads of Provision on quality improvement priorities and present evaluative reports to senior leaders, trustees, governors and external stakeholders.
5. Use quality assurance findings, learner outcomes, stakeholder feedback and external review activity to drive continuous organisational improvement.

2. Teaching, Learning and Inclusive Practice

With EDT/SLT:

1. Lead the implementation and continuous development of the Teaching for Excellence Framework and The Inclusion Way across all provisions.
2. Work collaboratively with TPLDs to develop a shared language, shared expectations and consistently high-quality teaching and learning.
3. Champion SEND excellence, adaptive teaching, trauma-informed practice and approaches that remove barriers to learning whilst maintaining ambition and challenge.
4. Support the design, delivery and evaluation of professional learning that develops staff expertise and improves learner outcomes.
5. Establish systems to identify, celebrate and disseminate effective practice across the organisation.
6. Evaluate the impact of teaching, learning and professional development on learner progress, participation, wellbeing and destination outcomes.

3. Assessment, Reporting and Learn. Progress

With SLT/Data MIS Manager:

1. Lead the development and implementation of assessment, reporting and progress monitoring systems across the organisation.
2. Ensure assessment information accurately identifies learner starting points, progress, achievement, support needs and intended destinations.
3. Support leaders and staff to collect, analyse and interpret data effectively.
4. Translate complex data into accessible information for learners, families, professionals, leaders, trustees and commissioners.
5. Monitor progress towards qualification outcomes, EHCP outcomes, Preparation for Adulthood outcomes and learner destinations.
6. Use assessment information to identify trends, gaps, risks and opportunities for improvement, ensuring findings inform intervention, curriculum development and strategic decision-making.

4. Quality Assurance, Improvement and External Validation

With SLT/Exam Officers / TPLD:

1. Support the organisation's quality assurance framework, establishing robust internal and external quality assurance cycles.
2. Support the co-ordination of learning walks, deep dives, curriculum reviews, work scrutiny, moderation, standardisation and learner voice activities.
3. Ensure quality assurance processes triangulate evidence from multiple sources to evaluate curriculum intent, implementation and impact.
4. Lead cross-site reviews, peer reviews and collaborative quality improvement activity, utilising staff expertise to strengthen consistency and excellence.
5. Support the co-ordination of External Quality Assurance (EQA) activity and ensure recommendations are translated into measurable improvement actions.
6. Evaluate the effectiveness of SEND provision, adaptive teaching, trauma-informed practice and learner support through quality assurance activities, with Mental Health Leads, SENDCO's and TPLD's.

5. Inspection Readiness and Stakeholder Engagement

1. Support provisions in preparing for Ofsted inspections, Local Authority reviews, peer reviews, commissioning visits and other forms of external scrutiny.
2. Lead organisational inspection readiness, self-evaluation and improvement planning processes.
3. Support leaders to articulate and evidence the impact of curriculum, teaching, learning, assessment and learner support.
4. Build effective relationships with Local Authorities, commissioners, awarding organisations, employers, families and external professionals.
5. Ensure external feedback and review activity contribute meaningfully to organisational improvement.

6. Examinations, Accreditation and Compliance

With EDT/SLT:

1. Provide strategic oversight of examinations, accreditation and awarding body requirements across the organisation.
2. Work closely with Heads of Provision, Exam Officers and TPLDs to ensure robust examination systems, compliance and quality assurance processes.
3. Monitor examination risks, readiness and outcomes whilst recognising that Heads of Provision retain ultimate responsibility for examinations within their settings.
4. Coordinate examination review processes, external verification activity and awarding body requirements.
5. Analyse accreditation and examination outcomes to inform curriculum planning and quality improvement.

Skills

Experience

Deep understanding of inclusive pedagogy, curriculum implementation, assessment, feedback and professional development. essential

Strong understanding of SEND, adaptive teaching, reasonable adjustments, communication needs and barriers to learning. essential

Knowledge of examinations, awarding body requirements, internal quality assurance and external quality assurance processes. essential

Experience of coaching, mentoring or leading professional learning that improves staff practice. essential

Highly effective written, verbal and presentation skills, including the ability to communicate complex findings to varied audiences. essential

Ability to triangulate qualitative and quantitative evidence, identify risk and variation, and make balanced evaluative judgements. essential

Experience in specialist SEND, SEMH, alternative provision, further education or a complex multi-site organisation.

Leadership

Significant successful leadership experience in education, including responsibility for quality improvement, curriculum, teaching, assessment or organisational development. essential

Personal Attributes

Inclusive, relational, reflective, credible, organised and solution-focused, with the ability to provide challenge and support with clarity and compassion. essential

Qualifications

Qualified Teacher Status, QTLS or an equivalent relevant professional qualification. Evidence of sustained professional development in educational leadership, teaching and learning, SEND or quality assurance. essential

Relevant assessor, internal quality assurance or external quality assurance qualification.

Relevant postgraduate or national professional leadership qualification.

Safeguarding Information

Inclusion Education is committed to the safeguarding and welfare of young people and expects all employees, volunteers and third parties to share this commitment.

• The successful applicant is responsible for ensuring that all Inclusion Education's child protection and safeguarding policies are adhered to, and concerns are raised in accordance with these policies.
• This post is subject to an Enhanced DBS (Disclosure and Barring Service) (Disclosure and Barring Service) check, and safer recruitment pre-employment background checks (including overseas checks if applicable) prior to confirmation of appointment.
• It is an offence to apply for this role if you are barred from engaging in regulated activity relevant to children.

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