Job Title:Inclusion Manager

JOB DESCRIPTION

Job Title:Inclusion Manager

Reporting to: Head of School / Head of Clinical Services

Hours:37.5 per week

Summary of post

The post holder will be a member of the Senior Leadership Team (SLT), working with all pupils and holding a specific complex caseload to:- coordinate and complete multi-disciplinary assessments; undertake family work where required; work individually with some pupils; coordinate with Social Care departments, outside agencies and Local Authorities; oversee any Integration work
To be the lead staff member with overall responsibility for the Inclusion Model, and to have overall pastoral responsibility for all pupils within the main school

Specific Duties

Quality of Education (curriculum development, teaching, learning and assessment)

To liaise with school teaching staff to ensure that appropriate externally validated qualifications and accreditations are available to our students, that TAs are able to deliver such courses and that records of students’ achievements are kept up to date
To work collaboratively with the school teaching staff to ensure that pupils’ Education Reports are completed termly and that these are discussed with pupils and sent to Local Authorities/parents/carers upon completion.
To ensure that parent evenings take place regularly and that parents/carers attend and their views are sought and recorded.

Supervision and Management

To attend weekly Senior Leadership Team meetings as stipulated by the Head of School

To take overall responsibility for the day to day operation of all matters within the Inclusion Model, and to line manage the Assistant Inclusion Manager, teaching assistants and others as required.
To manage the framework within which regular supervision takes place. This includes:- day-to-day supervision of all Inclusion staff; conducting team and group supervision meetings; undertaking individual supervision sessions at a minimum frequency, as required by the Head of Clinical Services.
To undertake induction,supervision, probationary reviews and annual appraisals with staff within agreed company guidelines
To support the school teaching staff in organising and delivering CPD to TAs / Inclusion Tutors
Cover where needed for the Deputy Head Teacher and Head of School in their absence

Assessment, Engagement, Attendance and Review

To manage the process of referrals within clear timescales and in regular liaison with the Business Development Manager and with clear expectations about projected outcomes. To ensure active communication with referrers so that all appropriate information relating to prospective referrals are passed to TCES Group.
Ensure appropriate and detailed referral information is sought and received from the referring local authority and disseminated to the appropriate school professionals. This includes:- home visit risk assessments; reports from local authorities and previous education placements; meetings with parents/carers/pupils
To lead on the assessment and engagement of pupils referred to the school and coordinate the comprehensive needs and risk assessment, underpinning the planning for admission, within agreed timescales. The postholder will take lead responsibility for presentations to the TCES Group Pupil Placement Panel of all new referrals to the school services.
To contribute as requested to elements of the marketing plan relating to Education Authority contacts
To ensure a ‘whole school’ approach to attendance and lead on:- the collation and presentation of pupil attendance statistics within the Senior Leadership Team; coordinating family and carer liaison; the development and delivery of pupil attendance focus plans.
To be responsible for managing partnership arrangements with key stakeholders (parents/carers, professionals, other service providers) particularly with commissioning agencies and referrers/ Education Authority contacts, ensuring regular feedback is provided in a range of key areas.
To work closely with the Head of School and Deputy(s) in producing clear evidence of pupil progress, accreditation and outcomes for all monitoring organisations i.e. Ofsted and Local Authorities and internal Quality Assurance visits.
To represent the Company at meetings, including referral meetings, introduction/planning meetings, TCES Group half-termly Service Review meetings, or meetings relating to statutory planning and annual review arrangements as required by the Education authorities
To keep up to date with all legislation, guidelines and practice issues that may affect the Inclusion service
Support, and liaise with, the Assistant Inclusion Manager to organise and coordinate all inter-agency meetings/visits
Have a comprehensive and up-to-date knowledge of facilities and agencies available to the pupils
Develop an ongoing liaison with a range of external agencies, as appropriate, such as YOTs, Police and other curriculum support areas
Gather qualitative and quantitative feedback from pupils, parents/carers, local authorities on the service (e.g. testimonials, survey information)

Inclusion and Integration

To present all complex cases, new referrals and Integration plans to the weekly Company Pupil Placement Panel and to attend weekly pupil movement meetings with the Business Development Manager in the school.
To ensure that all Integration plans are in place, regularly reviewed (at least termly) and linked closely to budgets
To devise and provide specific reintegration and re-engagement pathway plans for pupils referred to the school who are unable to maintain behaviour for learning with their peers and require additional resources to enable learning to be achieved.
To ensure the provision of a quality physical environment in all public areas of the school building with particular reference to the entrance and reception displays and staff and pupil council noticeboards.
Support other members of staff in the performance of pastoral care, ensuring a holistic approach towards their pupils
Advise and support colleagues in the application and development of good classroom and behaviour management strategies, emphasising both group and individual responsibility
Maintain and disseminate a commitment to safe practice in self and others
Provide an active and supportive role in helping manage behaviour and pastoral issues within the classroom

Behaviour Support

To ensure all school staff report incidents, restrictive physical interventions, accidents, child protection concerns and near misses in a timely fashion, as per company policies,to the Head of Schooland to the designated company safeguarding manager and HR. The Inclusion Manager should also report any occurrences of the above to ensure no occurrences are missed.
To undertake specialised training in behaviour support, communication skills and restrictive physical interventions.
To provide additional advice, liaison, support, monitoring, review and specialised knowledge on the management of physical interventions, significant incidents and pupils with extreme complex behaviour within the school.
To liaise with SLTcolleagues and the Head of School to ensure that all incident reports and restrictive physical intervention reports are recorded and reported to the Head of School, central services, parents/carers and external stakeholders promptly and effectively.
To ensure that incident and RPI reports are collated, analysed, reviewed and reported and that effective action plans are deployed as a result of these reviews that minimise risk of harm to pupils, staff and visitors.
In partnership with SLTcolleagues, ensure that the rewards and sanctions scheme for the school functions effectively and efficiently and promotes good order and discipline throughout the school community.
To ensure that staff are following the daily duties roster and timetable and to supervise the contribution that all staff make to the maintenance of good order and discipline throughout the school day.
To utilise planned programmes of work in mediation and restorative justice in order to facilitate the healthy functioning of the school community.
To lead on the effective implementation, with the Assistant Inclusion Manager, of the schools anti-bullying policy and procedure and to support the learning and development outcomes that arise for both individuals and groups in the daily life of the school.
To work with the Head of School to ensure that problems/issues are investigated, remedial action taken and lessons learnt for those involved and for the wider company
To contribute to individual IEP’s for all pupils as required.
To assess and devise individualised Behaviour Support Plans for pupils with additional and complex needs as required by the Head of School.
To ensure all pupils are helped to understand our complaints procedure and their rights to remain free from harm

Safety, Wellbeing and Advice

To promote the safety and well-being of the students at all times and to ensure that any Child Protection concerns are communicated appropriately and swiftly to the Head of School or in their absence the Schools Proprietor, in accordance with good practice and with the policies and the procedures of TCES Group and Local Authorities
To ensure that full records are kept of all safeguarding/child protection and health and safety concerns
To take part in any Safeguarding/Child Protection investigations as directed by the Head of School or in their absence the Schools Proprietor
Risk assessment: Ensure a range of risk assessments are undertaken for every pupil covering the following areas: individual risk assessments, educational activity risk assessments and venue risk assessments and ensure staff and pupils are suitably matched to minimize levels of risk
To ensure the welfare of staff, pupils, parents/carers through the maintenance of good personal and professional boundaries and appropriate conduct at all times
To maintain awareness of, and commitment to, the Health and Safety needs of all those with whom you have contact in your work, including first and foremost the students, and to ensure that all staff read and sign all related Health and Safety information in their Induction Packs
To supervise and co-ordinate, in consultation with the Head of Clinical Services, the provision of all counselling, wellbeing or other psychological services within the school including accessing the provision of expert professional advice or assessment. This may include education psychology, speech, language and communication therapy, clinical psychology, psychotherapy, psychiatry, social work or other professional support.
To hold a delegated budget from the Head of School and/or the Head of Clinical Services for provision of a range of professional advice and services according to the special educational or other needs of the pupils placed in the school.
To provide and promote wellbeing and creative arts therapies either through partnership organisations or through commissioning from delegated budgets.
To provide additional support for pupils with complex needs as delegated through the plans devised in consultation with the senior leadership team or with pupil placement panel or other professional advice.

General responsibilities

Abide by organisational policies and procedures, including the equal opportunities policy and code of conduct
Complete any other appropriate tasks within the broad remit of the role as delegated by the Head of School
Maintain good personal and professional boundaries and conduct with your work colleagues, external agencies, and the pupils with whom the Company works.

Respect and maintain the confidentiality of all pupils and staff, both verbally and in written form, in line with the current legislation and guidelines, including appropriate confidentiality around the business interests of the Company.

Supervision and Guidance

A regular meeting will be held with the Head of School to provide support, guidance and professional supervision and to discuss and implement strategy. Attendance at regular staff meetings is compulsory. It will be expected that you will maintain a commitment to attend these meetings regularly and that you will utilize the time to reflect on and strive to develop your personal and professional development and effective working practice. It will also be expected that you will be willing to undertake any training as identified and agreed with the Head of School and the TCES Group management.

Responsibilities for assets, material etc

All staff have responsibility for taking care of School’s equipment and resources when in uses, both in and out of lessons.

General

This Job Description will be reviewed by the Inclusion Manager with the Head of School during the course of the probation period and may be subject to amendment or modification at any time after consultation with the postholder. It is not a comprehensive statement of procedures and tasks but sets out the main expectations of the Company in relation to the postholder’s professional responsibilities and duties. It is in the nature of work at the TCES Group that tasks and responsibilities can be unpredictable and varied. We expect staff to work in a flexible way when the occasion arises, when tasks that have not been specifically covered in their Job Description need to be undertaken. These additional duties will normally be compatible with the regular type of work expected. If the additional responsibility or task becomes a regular or frequent part of the member of staff’s job, it will be included in the job description in consultation with the member of staff.

TCES Group is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. As such all candidates will be asked to provide full references and the successful candidate will require an Enhanced DBS.

TCES Group is an equal opportunities employer.

Person Specification

Essential / Desirable
Education &
qualifications / An appropriate degree level professional qualification (or equivalent) in Social Work

Social Work (HCPC registered)
Completed ASYE (Assessed and Supported Year in Employment

OR
A teaching qualification with extensive experience as a SENCO or in pastoral care
Experience &
Abilities / Minimum of 3 years’ post-qualification experience or equivalent, 2 of which are within the areas of specialism as defined below:

Experience working in a relevant multidisciplinary team across the disciplines of education, health and social care.
Substantial experience of working with children with highly severe emotional, behavioural and social difficulties
Experience of working with children who are on the Autistic Spectrum
Experience with group work packages for young people
A high level of experience of multi-disciplinary and inter agency working
Experience of providing a range of therapeutic interventions tailored for this highly specialised client group.
Experience of working with primary health care professionals

Ability to conduct comprehensive assessments of children/young people and their families.
Experience of supervising staff
Ability to work in an assertive outreach way to engage young people and their families for delivery of clinical services
Able to provide consultation to primary care professionals
Knowledge of a range of appropriate service delivery models and an ability to compare and contrast relative benefits
Knowledge of the principles of clinical
governance/audit/research
Understanding of child development theory
Understanding family functioning
Understanding mental health issues in children and families
Knowledge and awareness of Child Protection Guidelines
Knowledge of responsibilities in relation to the Children’s Act
Knowledge of legislation related to child health / Experience in mentoring/supporting less experienced multidisciplinary team members, staff or assistants
Experience in contributing to policy, planning and service development
Good organisational skills
Facilitate training sessions to other professionals
Understanding of Government initiatives relating to secondary care and work in multidisciplinary settings
Skills and Knowledge / Good presentation skills, both written and verbal
Knowledge of standards of record keeping and ability to audit this in own practice/team
Excellent interpersonal skills – including observation, listening and empathy
Developed negotiation and problem solving skills in complex situations
Ability to be a good team member
Excellent analytical and reflection skills
Well established knowledge of a broad range
assessment tools
Responsive to change and ideas and adaptive and creative within new systems
Experience of leading a team
Ability to work with other professional groups
Ability to evaluate own practice and service development
Excellent communication skills
Personal Qualities / Ability to work independently
Ability to work within a multi-professional team
Flexible and approachable
Excellent organisational and time management skills
Ability to work with a diverse range of pupils and families in a non-discriminatory way
Ability to contain and work with organizational stress and ‘hold’ the stress of others
Have good judgement about when to act to ensure safety
Capacity to work alone within the context of multidisciplinary risk management strategies / Shows enthusiasm and pro-active thinking