Inclusion Coordinator

2 weeks ago

Cambridge, Cambridgeshire, United Kingdom The Stephen Perse Foundation Full time

Responsible to:
Head of Fitzwilliam Junior School

Location:
Fitzwilliam Junior School, Cambridge

Role Description:


In addition to providing a model of excellence when discharging the duties and responsibilities of an Inclusion Coordinator, the main responsibility of this post is to positively secure the entitlement of all pupils to unrestricted access to a curriculum which fully meets their needs, engaging pupils at all levels.

Its scope will reflect the inclusive nature of the school regarding all groups such as those with SEND, EAL and those of exceptional ability.

It will also embrace current and future developments and secure a personalised curriculum.

To facilitate and deliver appropriate interventions for pupils with identified learning, social emotional and behavioural issues.

Such interventions will not only support individual teachers but will support the whole school in ensuring that the teaching and learning opportunities offered within the mainstream education system provide all pupils the opportunity to reach their maximum potential.


Your Role as a Teacher:


We are a leader in the use of digital technology within the classroom and we are recognised as an Apple Distinguished School.

This helps us to support our teachers and learners to have an appropriate use of these technologies.


We don't need you to be a fluent or confident user of technology before you start working with us but we will want you to have an agile and ambitious mind-set that is open to adopting new techniques.

We will give you training and support that you need - some of our staff are regularly asked to present to other schools or at national or international events.


Main Responsibilities:

  • Assist classroom teachers, to differentiate for and maximise all pupils' learning opportunities within their individual classes, by providing advice and guidance on strategies to successfully address behavioural and learning issues within the classroom.
  • Model for classroom teachers good differentiated teaching methods which ensure teaching and learning activities are reflective of individual pupil needs.
  • Be responsible for the assessing, planning, and reviewing of the graduated approach across the school 511, delivering on the key responsibilities of the SEND Code of Practice.
  • Working with a range of specialists, the postholder is responsible for: administering diagnostic tests, use screening and other assessment procedures to determine specific strengths and weaknesses in a pupils' behaviour/ learning; designing and delivering smallgroup focused educational and behavioural interventions which address these needs in an inclusive school environment; and monitor and report (verbally and in writing) on the success of interventions.
  • Delivering ongoing interventions to address the needs of pupils identified with Special Educational Needs and Disabilities, and improve educational standards on behalf of these pupils, as detailed above.
  • Supporting professional development which enhances colleagues' skills and competence in the teaching of pupils with a diverse range of needs.
  • Collate, record and monitor pupils with English as an Additional Language (EAL) to ensure there is adequate support and celebration of diverse language heritages. Support the wider school team in this work and participate in the creative development of the school's cultural provision.
  • Collate, record and monitor pupils with Exceptional Ability. Support the wider school teams to manage the identification of pupils with exceptional abilities, generally 2 years above peers, in learning areas to ensure there is identification and a learnerbased approach in enhancing provision and encouraging progress.
  • Focused professional discussion on high attainment for all with ambitious discussions focused on holistic approaches to learner development.
  • Working collaboratively with colleagues within Schools and undertaking other duties as may be requested by the Principal, Heads of School and other senior staff members which support the effective management of the School and/or education systems.
  • Embracing initiatives that improve the quality of teaching and learning within the system, including implementing Digital Learning initiatives.
  • Keeping current on research and developments in the postholder's field of expertise.
  • Actively participating in performance management activities and professional development opportunities.

Management Responsibilities:

  • Contribute to the formulation, monitoring and review of all Foundation policies relating to Inclusion and Equal Opportunities of pupils to ensure unrestricted access to the full curriculum
  • To be responsible for ensuring effective delivery of differentiation
  • Establish good relationships, encourage inclusive practice and support and lead teachers throughout the Foundation
  • Receive and provide training on all matters relating to inclusion
  • Identify and monitor group and i

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