Closing date: 11 October 2026

These are established posts within the Inclusion Support Service. We will consider applications for alternative hours for part of these posts.

The Inclusion Support Service is recruiting two specialist peripatetic Advisory Teachers from 1st January 2027 to be based around the Dronfield and South Derbyshire areas.

About the Role

Inclusion Support Advisory Teachers are a team of specialist teachers who will work intensively with schools to enable the inclusion of children and young people in their mainstream setting where their inclusion has been particularly difficult and there is a need for co-ordination to ensure support is in place in a timely manner.

They work collaboratively with colleagues within Inclusion Support Services and within the wider Schools and Learning department, to achieve the best outcomes. They will champion inclusion and act as a catalyst for change for children or young people with additional needs and sometimes highly complex emotional needs and challenging behaviours.

Key Responsibilities

• To develop the skills and knowledge of school staff to increase the inclusive capacity of schools and settings across the county.
• Champion inclusion and act as a catalyst for change for children or young people with additional and sometimes highly complex needs and challenging behaviours.
• Actively produce, implement and contribute to strategies to support a child or young person’s access to both the academic and social aspects of school, including creating and contributing to support plans, personalised learning plans, transition support plans (sometimes long term) and moving into adulthood plans.
• Work alongside Headteachers, SENCos, teachers, pastoral teams and school-based staff to help shape the learning journey for children and young people with SEND and additional needs so that they can be included in their school community and move confidently to the next stage of their education; gaining the life skills, self-awareness and independence they need to thrive and be successful.
• To analyse data linked to inclusion and attendance issues in order to develop a better understanding across schools and services of vulnerabilities, areas of development and solutions
• To ensure a focus on enabling and empowering school and setting-based professionals to meet the needs of their learners.
• To work in partnership with schools and settings; modelling best practice, delivering training and demonstrating and sharing a variety of resources, impactful approaches, and strategies to enable access, progress, and inclusion.