Inclusion Base Lead in Blandford Forum

Main job purpose

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, for behaviour or other reasons, and need a specialist area. 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. The Inclusion Base Lead will co‑ordinate and supervise students who have been internally isolated or relocated from lessons and will develop restorative practices intended to modify and improve behaviour and to improve relationships between students and staff. The school aims to promote achievement and enjoyment along with providing students with the skills and the confidence they need to learn independently.

As this is a pastoral role, the Inclusion Base Lead needs to be able to relate to young people and should also have strong behaviour management skills. The Inclusion Base Lead will need to 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 who have been 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‑focused 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 are 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, the Inclusion Base Lead would be expected to 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/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 to learning activities 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 8.30am – 4.30pm, 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 (Term time holidays will not be permitted)