Inclusion and Behaviour Support

Wellspring Academy Trust is committed to safeguarding and promoting the welfare of our pupils. All posts are offered subject to enhanced DBS checks. As this role involves working with children and vulnerable adults in regulated activity, please note that it is an offence to apply for the role if barred from engaging in regulated activity with children and vulnerable adults.

We need someone who is able to develop and sustain strong routines; inspire pupils to engage widely across school and embed a culture of relational practice with our most high need pupils and their families. This staff member will play a key role within our Resource Provision to support, teach and mentor. They will also be a lead practitioner within our Breakfast Club and after school provision to enable inclusive practice.

The successful candidate will help drive forward the culture of the school and set expectations by modelling practice and embedding expert inclusion strategies. They will need to be aware of the challenges that young people face and yet still command the highest aspirations for the pupils. They will support in the running of the resource provision and the specialist intervention of need across school.

They will engage in training and CPD to continue their expertise.

• Are ambitious, committed and hold relational values.
• Are passionate about developing children as learners and understand how children with SEND and SEMH learn.
• Able to regulate children and use relational approach and other techniques such as Team Teach.
• Have effective interpersonal and communication skills and work positively with learners and colleagues.
• Possess an ability to forge strong relationships with young people and colleagues, which is integral to this work.
• Can offer support to children and engage them both in the classroom and across the wider school community.
• Inspire, challenge, and motivate staff, and oversee the implementation of interventions/systems/policies and procedures which enable progress through positive behaviours for learning.
• Are able to implement clear and consistent systems to keep our young people safe.

We welcome informal conversation with candidates.

To arrange a conversation and / or a school visit, please contact Catherine Batley : catherine.batle

Challenge and motivate pupils, promoting, and reinforcing self-esteem through specialist intervention.

Teach SEMH lessons and core sessions where needed on a 1:1, group work and within our resource provision - STARs.

Establish productive working relationships with pupils, acting as a role model and ensuring high expectations amongst all staff - promoting the inclusion and acceptance of all pupils within the classroom.

Support pupils consistently to interact and work co-operatively with others and engage all pupils in activities whilst recognising and responding to their individual needs.

Promote independence and employ strategies to recognise and reward achievement of self-reliance.

Provide feedback to pupils in relation to progress, achievement, behaviour, and attendance.

Provide pastoral support to pupils’ and provide advice to assist in their social, and emotional health development. Collaborate with the SENCo and other staff to determine provision for those in need of particular help.

Assist staff with the development and implementation of SEND and Behaviour Support Plans.

Support the supervision of pupils during play/lunchtime and during transitions throughout school.

Work with all teachers and other staff in evaluating and adjusting provision for pupils, as appropriate.

Provide objective feedback to staff to build confident practice and aid whole school improvements.

Support teachers to promote and ensure health and safety, positive values, attitudes, and good pupil behaviour.

• Deal with promptly a conflict and incidents in line with the established relational policy.

Support teachers to increase pupils’ access to learning using appropriate strategies, resources etc.

Support teachers to create and maintain positive, relational, and productive working environments, and in…