Inclusion Support Manager

Lead of Inclusion Hub Responsibilities

• To manage the running of the Inclusion Hub

ensuring that:

• The Inclusion Assistant is deployed effectively

across Hub sessions, group interventions and 1:1 keyworker work

• The graduated placement model is applied

consistently, with every student's placement — whether short, medium or

extended — documented with clear entry criteria, milestone review dates and an

active reintegration plan

• Placement reviews are conducted at the end of

each six-week cycle for every student, with continuation beyond a standard

placement requiring documented evidence of ongoing need and explicit sign-off

from the AP for Inclusion

• Intervention programmes are well designed,

evidence-based and regularly evaluated for impact

• Staff within the Hub are on task and working

effectively within their roles

• Return to work interviews are undertaken for the

Inclusion Assistant following absence

• Absence within the Hub team is managed

proactively and the impact on students and colleagues is minimised to ensure

continuity of provision

• Contribution is made to strategy discussions,

pastoral reviews and interagency meetings to inform the assessment and support

of Hub students

• The Hub register is maintained accurately,

reflecting each student's current placement stage, keyworker, review date and

reintegration targets

• Up-to-date knowledge is maintained of SEND

legislation, SEMH guidance and safeguarding requirements including Keeping

Children Safe in Education

• Ensure that Hub students receive support that is

targeted, purposeful and relevant to their individual needs at each stage of

their placement

• Establish clear reintegration plans from the

outset of every placement, with milestones reviewed at the end of each six-week

cycle and shared with the student, their family and their Year Leader

• Direct and support activities with individuals

or groups of students to ensure their safety, social and emotional wellbeing

and to contribute to academic progress

• Work with Year Leaders and other stakeholders to

identify students who require Hub provision and agree appropriate placement

type, duration and entry criteria

• Establish and maintain positive, professional

and boundaried working relationships with individual students and groups

• Develop and promote strategies that build

students' self-esteem, resilience and readiness to reengage with their full

timetable

• Coordinate and oversee Academy 21 online

provision for students requiring a bridging curriculum, ensuring it remains

purposeful and subject to review at each placement milestone

• Plan, deliver and delegate where appropriate

evidence-based programmes of SEMH and skillsbased intervention, including ELSA,

during allocated periods of the academy day

• Assume responsibility for the designated

keyworker role for students at each stage of the placement model, adjusting the

intensity of support to reflect the duration and complexity of the placement

• Plan and support 1:1 and group sessions designed

to remove specific barriers to students reengaging with their mainstream

timetable

• Be responsible for the collation and analysis of

data for Hub students, identifying patterns and sharing findings with Year

Leaders and the AP for Inclusion at each placement review point

• Use assessment information and Hub data to

inform teaching staff of students' learning goals, preferred approaches and

current support arrangements, updated at each six-week milestone

• Gather information about named students and

their current levels of need for teaching and support staff

• Observe and assess individual students' needs

within the Hub and provide regular feedback and guidance to relevant teachers

• Facilitate restorative meetings and structured

reintegration conversations to support students' return to full timetabled

provision

• Take responsibility for developing and

delivering individual and small group skills sessions, including Literacy,

Numeracy, Life Skills, self-regulation and social-emotional learning,

calibrated to each student's placement stage and reintegration timeline

• Use specialist knowledge, experience and

training to provide targeted support to staff and individual students,

particularly those presenting with complex SEMH, behavioural or

attendancerelated needs

• Liaise and report to, as necessary, during

visits by support agencies involved in the education of Hub students, including

the Educational Psychologist, CAMHS, Speech and Language Therapist and

Inclusive Education Service

• Assess, record and report on student achievement

and progress through the academy's assessment and provision mapping procedures,

with specific reference to progress against reintegration targets at each

placement milestone

Support for the Student

Support for the Teacher

Support for the Curriculum