Behaviour and Inclusion Lead Practitioner

We are looking for an experienced and forward-thinking Behaviour and Inclusion Lead Practitioner to provide specialist leadership and advice across Early Years, school-age and Post-16 settings.

The role will help shape inclusive practice, strengthen early intervention and support children and young people, including those with SEND and those experiencing emotionally based school non-attendance (EBSNA), to remain engaged in education and avoid escalation to exclusion, alternative provision or statutory services.

You will work closely with schools, families and partner agencies, using evidence, local intelligence and professional influence to improve outcomes, reduce inequalities and support borough-wide priorities around behaviour, attendance, SEMH and reintegration.

• Lead and coordinate specialist behaviour and inclusion support across Early Years, schools, Post-16 providers and alternative provision.
• Provide strategic advice, challenge and professional guidance to school leaders and practitioners.
• Support inclusive and relational approaches that reduce the risk of suspension, exclusion and disengagement.
• Provide targeted intervention for children and young people with SEND and those experiencing EBSNA or other behaviour, attendance or SEMH needs.
• Work with parents and carers to strengthen engagement and support sustained participation in education.
• Help settings identify unmet needs early and implement appropriate graduated responses.
• Contribute to team around the child and wider multi-agency planning, ensuring support is coordinated and outcome-focused.
• Lead implementation of borough-wide inclusion approaches, including reintegration pathways, attendance support, inclusive practice guidance and promotion of the Local Offer.
• Represent the service at professional meetings, panels and partnership forums, providing clear recommendations to support decision-making.
• Maintain accurate records, case analysis and impact reporting to evidence outcomes and identify emerging themes.
• Provide professional guidance, modelling and advice to school staff and partner professionals.
• Contribute to workforce development and build confidence and capability in inclusive behaviour practice.
• Develop and refine guidance, tools, pathways and resources to support settings with behaviour, attendance and SEMH needs.
• Analyse recurring themes, pressures and gaps in provision and translate these into recommendations for service planning and development.
• Use insight from children, families, schools and partners to inform service design, workforce development and continuous improvement.
• Monitor and evaluate the impact of interventions on engagement, attendance, behaviour, reintegration and educational outcomes.
• Contribute to quality assurance and ensure learning from individual cases and wider trends informs practice and service development.

You will build effective relationships with a wide range of colleagues and partners, including:

• Headteachers, senior leaders and SENCOs across Early Years settings, schools and colleges.
• Alternative provision leaders.
• Children, young people and families.
• Virtual School, Inclusion, SEND and Attendance teams.
• Early Help and Family Hubs.
• Educational Psychology, Youth Justice and Social Care.
• Health and mental health services.
• Voluntary and community sector organisations.
• Commissioning and wider Children's Services colleagues.
• Regional and borough-wide education networks.

• Provide specialist advice and professional challenge around behaviour and inclusion.
• Work confidently with schools, families and multi-agency partners.
• Use evidence, data and local intelligence to identify needs and inform decision-making.
• Take a strengths-based and solution-focused approach.
• Support early identification and proportionate intervention.
• Influence practice and build the confidence and capacity of education settings.
• Work autonomously while maintaining effective communication and partnership working.
• Understand the needs of children and young people with SEND and those experiencing attendance, behaviour and SEMH difficulties.
• Contribute effectively to service development, quality…