Inclusion Mentor

Inclusion

Mentor Responsibilities

To manage and maintain the pastoral and

inclusion offer within the assigned year group ensuring that:

The year group's inclusion and pastoral needs

are well known, actively monitored and responded to in a timely and

professional manner Attendance data is reviewed daily, with

first-day absence contact made promptly and patterns of concern escalated to

the Year Leader and AP for Inclusion in line with the school's attendance

policy Accurate and up-to-date records are maintained

for all student contacts, interventions, referrals and family communications

within the year group The Year Leader is kept informed of emerging

concerns, significant family communications and any changes in the pastoral

landscape of the year group The year group is led with confidence,

consistency and professional authority in the Year Leader's absence, ensuring

continuity of pastoral provision and clear decision-making Contribution is made to pastoral review

meetings, inclusion team briefings and interagency discussions relevant to

students within the year group A visible, trusted and approachable presence is

maintained across the year group at key points in the school day, including

morning arrival, transitions and social times Up-to-date knowledge is maintained of

safeguarding legislation and guidance including Keeping Children

Safe in Education, with all concerns

reported promptly and appropriately to the DSL

Support for the Student

Act as a consistent, named and trusted adult for

students within the year group, building professional and boundaried

relationships that support engagement, attendance and wellbeing Hold a caseload of identified students with

emerging or persistent pastoral, attendance or inclusion needs, providing

structured and regularly reviewed 1:1 support Deliver targeted group and 1:1 pastoral and

inclusion interventions for identified students, under the direction of the

Year Leader and in coordination with the wider inclusion team Monitor the emotional wellbeing, social

functioning and attendance of vulnerable students within the year group,

escalating concerns promptly and in line with school procedures Support students through transitions, periods of

personal difficulty, friendship concerns and low-level anxiety, referring on

where need exceeds the scope of the role Develop and promote strategies that build

students' confidence, resilience and sense of belonging within the academy

community Support students as directed during formal

academy processes, including reintegration following suspension, managed

transitions and significant pastoral interventions Engage in joint goal-setting with individual

students, helping them to identify and work towards clear, achievable and

meaningful targets Be responsible for the collation and monitoring

of pastoral and attendance data for identifie