Head of Inclusion / SENCo

DescriptionSupporting documentsEmployerLocation

Head of Inclusion

Please see application pack for further information.

Required Behaviours and Responsibilities

Behaviours

The business professional holding this role needs to demonstrate the following essential personal behaviours in order to undertake their role:

Agile and Resourceful: Communicates with impact, and makes complex issues clear, to enable a way forward.

Leads: Challenges constructively and confidently in the face of opposition.

Collaborative: Proactively develops and sustains relationships with key stakeholders to inform how they influence them.

Decisive: Takes responsibility for mistakes that sit within their remit, encouraging learning and demonstrating ownership for the actions to make things right.

Emotionally Intelligent: Tailors their influencing style and selects appropriate communication channels to engage their audience and gain buy-in.

Personal and Professional Conduct

In line with the National Steiner Waldorf Teacher' Standards (July 2020), the teaching professional holding this role is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct:

Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:

•Treating pupils with dignity, building relationships rooted in mutual respect, and at all times

• Having regard for the need to safeguard pupils' well-being, in accordance with statutory provisions

• Showing appreciation of and respect for the rights of others

• Not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and appreciation for those with different faiths and beliefs

• Ensuring that personal beliefs are not expressed in ways which exploit pupils' vulnerability or might lead them to break the law

Role Responsibilities

The Head of Inclusion works closely with the Senior Leadership Team (SLT) who are responsible for ensuring that all pupils, regardless of their background or abilities, are able to participate fully in school life and achieve their full potential. The Head of Inclusion plays a vital role in ensuring that all pupils feel included and valued in the school community. They are a valuable resource for staff, parents, and pupils, and their work helps to create a more inclusive and successful school for all.

This role would suit an individual with previous SENCo or Head of Inclusion experience, who is seeking to develop their career within Steiner Waldorf education. You will work alongside a friendly and supportive team who have a wealth of expertise and are committed to the care and education of children within a thriving Waldorf curriculum. We share a determination that all children will achieve the very best that they can in our welcoming, creative, inclusive community. As a Waldorf School we have chosen to operate as a community in accordance with social indications given by Rudolf Steiner. Our practice derives from the world view of anthroposophy. A willingness to work with these precepts is a condition of appointment.

The role

• lead inclusive practice, inclusive pedagogy and an inclusive culture within the school community, building on the foundations of Steiner Waldorf education

• provide support and information to colleagues and parents on the inclusion of every child, with reference to the school’s Diversity, Equality and Inclusion policy

• ensure that all pupils with additional needs make accelerated progress in their learning and achieve to the very best of their ability

• complete assessments and apply for Exam Access Arrangements for GCSE and A-level exams

• ensure that the school carries out its statutory responsibilities regarding all pupils with an EHCP

• contribute directly to pupils’ accelerated progress through high quality sustained teaching on intervention support, based upon a detailed knowledge of their individual needs

• have consistently high expectations, lead by example and promote the school’s inclusive values and aims

• as a member of the school’s Senior Leadership Team (SLT), contribute to the strategic development and direction of the school in line with the School Development Plan priorities

• support staff in understanding the needs of SEND pupils by identifying and adopting the most effective teaching practices for pupils with SEND

• liaise with staff, parents, external agencies and other schools to co-ordinate their contribution, provide maximum support and ensure continuity of provision

• understand day-to-day co-ordination of the school’s SEND provision through close liaison with staff, families and external agencies

• set up and monitor systems for identifying, assessing and reviewing SEND and collect and interpret specialist assessment data

• support and promote the implementation of inclusive practices in curriculum planning and resourcing, which supports the regular review of the learning environment, daily routines, activities and social interactions to enable pupils of all abilities and backgrounds to participate at an appropriate level in the life of the school

• track and respond to the outcomes for SEND pupils and report these findings to SLT and Trustees

• identify resources to meet the needs of pupils with SEND and advise the SLT of priorities for expenditure

• lead on the appraisal of teaching assistants and ensure effective provision of SEND support staff manage annual reviews and EHCP assessment requests

• work closely with the school’s Designated Safeguarding Lead, Wellbeing team and senior staff in supporting the wellbeing and safeguarding of pupils;

• liaise with external agencies including social workers, police officers, therapists and psychologists

• assist the SLT in undertaking any further delegated professional duties

• contribute to the wider school life, such as events, trips, and co-curricular clubs

This job description is not intended to be a comprehensive statement of procedures and responsibilities, but instead sets out the principal expectations of the School in relation to the post holder's professional responsibilities and duties.

We reserve the right to close this position before the closing date.

Safeguarding Statement

Michael Hall School values the diversity of its community and aims to have a workforce that reflects this. We, therefore, encourage applications from all sections of the community.

Michael Hall School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. All positions are subject to an enhanced DBS check.