Inclusion Room Co-ordinator

To maintain a positive and well-managed learning environment in the Inclusion Room
- Have an understanding of student behaviour and a variety of behavioural management strategies
- Ensure students show high standards of behaviour and focus while in the Inclusion room
- Develop and manage, alternative curriculum and behaviour support packages for students and ensure the quality of the provision
- Prepare, co-ordinate and deliver curriculum work; ensuring it is completed
- Develop processes and procedures to enhance the delivery of the provision
- Continuously promote and facilitate independent learning
- Ensure intervention work is undertaken to improve student attitudes and behaviour to learning
- Support students pastorally and liaise with Learning Mentors, Heads of Year, school staff, other agencies and parents
- Design reintegration plans, to successfully support students back into lessons
- Establish and maintain effective working relationships with teachers and other staff within the school.
- Facilitate achieving school objectives and improvement initiatives related to student behaviour and attendance
- Undertake training, attend INSET days and carry out relevant CPD to further develop understanding of

students’ social, mental and emotional health (SMEH) needs and resulting behavioural difficulties.
- Identify and report safeguarding and child protection concerns following the procedure outlined in

Woodcote High School’s Safeguarding Policy
- Set high expectations which inspire, motivate and challenge students
- Encourage, raise self
- esteem and promote confidence within the students with whom they work
- Support staff with understanding effective behaviour strategies, to support students in school
- To support the Woodcote High School’s policies in terms of behaviour, teaching, learning, assessment,

homework and behaviour
- To model the highest professional standards of courtesy, respect, humility, integrity and self-discipline
- Undertake behaviour analysis in order to set learner plan/pastoral support plan
- Ensure accurate recording of behavioural events, both positive and negative, on the school’s management

information system (SIMs)
- Provide analysis of key data for Woodcote High School’s Leadership Team relating to the Inclusion Room and its effectiveness

Liaison with Parents/Carers
- Receive telephone calls from parents/carers and deal with these promptly and professionally; either deal with the enquiry or pass the message on as appropriate
- Undertake parental contact under the direction of the Head of Year
- Engage with the students to secure positive family support and involvement in the mentoring relationship
- Supervise detentions as required

Data Protection and Safeguarding
- Work within the requirements of Data Protection at all times
- Understand your responsibilities in relation to Safeguarding and child protection and how to highlight any issue or concerns using CPOMs
- Remain vigilant to ensure all students are protected from potential harm

General
- The post-holder will be expected to undertake any appropriate training provided by Woodcote High School to assist them in carrying out any of the above duties.
- The post-holder will be expected to contribute to the protection of children and young people, as appropriate, in accordance with any agreed policies and/or guidelines, reporting any issues or concerns to their immediate line manager.
- The post-holder will be required to promote, monitor and maintain health, safety and security in the workplace.

To include ensuring that the requirements of the Health & Safety at Work Act and all other mandatory regulations are adhered to

This job description only contains the main accountabilities relating to the posts and does not describe in detail all of the duties required to carry them out. The post holder may be required to undertake other duties and responsibilities that are commensurate with the nature and level of the post.

Person Specification - Inclusion Room Manager

Essential (E) or Desirable (D)

Education

Good standard of education (3 x GCSE’s - English C or above)

E

Education to A Level standard or equivalent

E

Degree level qualification

D

Other relevant qualifications: undertaken behaviour management and safeguarding training

D

Experience

Working in a front line service e.g. education, social care, police, health, connexions

E

Working with challenging or vulnerable young people

D

Experience of working with young people

D

Experience of creating individual learning plans for students

D

Working collaboratively as part of a team

E

Behaviours

Natural communicator

E

Professional and approachable; works well under pressure

E

Calm, authoritative manner

E

Pragmatic approach to problem solving

E

Positive attitude to change

E

Adaptable and flexible - willingness to go ‘the extra mile’

E

**Skills**:
Excellent interpersonal skills

E

Highly effective communication skills, abilit