Inclusion Centre Lead

Core Purpose TheHewett DaleInclusion CentreLeadwillbe responsible forleadinga nurturing, aspirational and inclusive provision for pupils in Years 1–4 who require specialist support outside of mainstream settings. The role involves providing strategic direction, modelling exceptional inclusive practice, and ensuring the Centre’strauma-informedethos, values and vision are consistently upheld. ‑‑ The postholder will demonstrate a strong commitment to Aspiration,Co‑operation, Respect and Resilience, enabling pupils to reengage positively with learning and achieve their potential.  Strategic Leadership  Provide clear, valuesdriven leadership that reflects the vision of the HewettDale Inclusion Centre and wider Academy Trust.  Oversee the development,deliveryand evaluation of a personalised, traumainformed curriculum tailored to the needs of primary-aged learners.  Lead continuous improvement, using data and professional insight to drive high standards and strong outcomes.  Pupil Support & Outcomes  Ensure highquality teaching, learning and intervention that promotes academic, social and emotional progress.  Oversee entry assessments and ensure each pupil receives a personalised learning plan that reflects their strengths and needs.  Support transitions back into mainstream, on to new settings or within specialist pathways.  SEN, Inclusion & Professional Support  Support mainstream schools across the Trust and local area with filling in EHCP applications for pupils attending HDIC: Supporting mainstream SENCOs with preparing and submitting Education, Health and Care Plan Needs Assessments (EHCPNA). Supporting mainstream SENCOs with conducting and qualityassuring Annual Reviews of existing EHC Plans.  Developing highquality personalised support plans and inclusion strategies. Provide advice, coaching and modelling of inclusive practice to colleagues. Work with pupils who have been permanently excluded from their mainstream setting, ensuring timely assessment, appropriate intervention and a compassionate reintegration or onward placement plan. Liaise closely with SEN teams, educational psychologists, health professionals and social care to ensure needs are accurately understood and met.

Safeguarding, Welfare & Statutory Responsibilities  Act as Deputy Designated Safeguarding Lead (DDSL), ensuring safeguarding practice is robust,trauma-informedand aligned with statutory guidance.  Support the Designated Teacher for Children We Care For. Review Personal Education Plans (PEPs). Monitor progress and wellbeing.  Ensuremulti‑agencysupport is coordinated and effective. Promote a safe, nurturing environment where children feel secure, respected and able to express themselves. Work with external agencies to safeguard children, including social workers, health services, early help and virtual schools. Staff Leadership & Development Lea