Job Purpose

To provide day to day operational leadership within the Inclusion Advisory Team (IAT) which promotes and supports children’s development and maximises access to learning and inclusion for children with a range of specific educational needs and disabilities in schools and other settings, to drive SEND strategies, and to support settings in the implementation of the SEND Code of Practice 2015. The Inclusion Advisory Team Leader will work with other colleagues to develop the capacity for inclusion in schools and other settings and will be a member of the IAT management team.

Responsibilities

• Professional and operational leadership of the Inclusion Advisory Team (IAT). They will work with colleagues across IAT, Learning Inclusion, Children’s Services and with other agencies to integrate practice to improve the outcomes for children and young people. The post holder will develop and maintain effective relationships key stakeholders including parents/carers, children and young people, professionals and service providers.
• Supporting staff within the framework of the SEN Code of Practice to provide effective advice, assessment and intervention in order to raise achievement and promote both setting improvement and inclusion of young children with SEND.
• Deploying staff within the team to provide high quality, efficient and effective team working and delivery to children, families and settings in alignment with service arrangements.
• Coordination of all consultation and support requests made to the team.
• Undertaking direct consultation and active support for staff working with children, families and settings, some of whom may be experiencing extremely challenging circumstances.
• Contributing to service development as a member of the Management Team including the development of specific areas of responsibility and a contribution to the writing and monitoring of the Team Plan with due regard to the Strategic Plans of LCC.
• Active participation and service representation in any review or inspection processes.
• The implementation of LCC policy and action plans, particularly in the areas of special educational needs, inclusion and school improvement.
• Active contribution to the monitoring, challenge, support and intervention role of the LA and ensuring relevant and effective support is offered to settings in order to meet their ongoing needs.
• Maintaining record keeping in relation to individual case work and other team activities, through active engagement with LCC data systems and protocols.
• Gathering, analysing and interpreting data to monitor and evaluate the impact of team interventions on pupil progress, performance and provision.
• Acting as the key point of contact when queries, concerns or complaints arise within designated area of responsibility and ensure these are resolved promptly or passed on to the appropriate level.
• Facilitating Team Meetings to enable effective communication, support and professional development of team members.
• Overseeing and co-delivering training and support to build capacity for families and settings.
• Establishing collaborative working with other agencies (Health, Social care, 3rd Sector) and other partners within Learning Inclusion and LCC to offer a co-ordinated SEND support offer to settings which is based on developing inclusive and enabling environments for all children.
• Identifying areas for continuing professional development, ensuring highest personal and professional standards and awareness of national and local initiatives relating to workforce development.
• Facilitating the effective recruitment, selection and induction of new staff, undertaking of performance management, supervision and problem solving with team members to monitor performance. Undertaking effective attendance and sickness monitoring.
• Ensuring DfE standards are met as appropriate. Responding to national and local policies in relation to early years education.
• Responsibility for team budget in relation to consumable resources and professional CPD.
• Effective communication with all stakeholders to promote multi-agency, partnership working across Children’s Services.
• Representation of the Service on strategic groups, within Children’s Services, and at local, regional and national forums.
• To participate in and provide training and development activities as necessary to ensure up to date knowledge and skills.

The duties outlined are not meant as an exhaustive list and will also comprise any other duties within the spirit of the post commensurate with the job evaluation outcome for this post.

Qualifications

Essential Requirements

Candidates will only be shortlisted if they can demonstrate that they meet all the following essential requirements.

• Qualified Teacher Status or relevant professional qualification.
• Managing Self: effective interpersonal and communication skills and the ability to manage change, respond flexibly to new ideas, and promote change as a natural process. High level communication skills, appropriate to different client groups with the ability to challenge and influence, deal effectively with conflict and present feedback in a sensitive, honest and constructive manner. Highly effective time management and organisational skills, with the ability to manage a challenging workload within a pressurised environment with identified deadlines.
• Managing others and developing performance: supervision, mentoring and coaching to develop individuals to deliver key priorities of the team and service.
• Managing resources: organisational, project, and/or resource management, including delegated aspects of budget.
• Managing Information: gathering, analysing and interpreting data to monitor and evaluate the impact of team interventions on children’s progress, performance and provision. Identification of actions that are likely to lead to improvement and ensure quality assurance procedures for evaluating staff impact and outcomes. Use ICT and technology effectively and encourage others to develop technical solutions in response to change.
• Well-established problem-solving skills: ability to develop creative solutions, support others to find solutions to complex problems, and ability to evidence a flexible response to challenging situations.
• Managing inter-agency and partnership-working: provide effective links and maintain relationships with colleagues and partners at a range of levels to maximise impact for children and young people. Effective partnership working to ensure effective development, interpretation and implementation of strategies.
• Working with children and young people with complex needs and their families.
• Knowledge of statutory and non-statutory legislation and guidelines in relation to education, inclusion and SEND.
• Extensive knowledge of SEND, personalised planning and good practice in relation restorative and reflective practice and to inclusion.
• Knowledge and understanding of management of other colleagues evidenced through active pursuit of CPD opportunities and/or direct experience of formal and/or informal leadership.
• Of a variety of methods of assessment and intervention and use of applied knowledge and skills in a range of settings.