Inclusion Coordinator / Deputy Designated Safeguarding Lead
Purpose of the job:
Hull Trinity House Academy are looking to appoint an Inclusion Coordinator / Deputy Designated Safeguarding Lead to join our academy team in January 2021. To promote a learning environment which supports high expectations. To lead the Inclusion team ensuring that student learning and achievement needs are met. To contribute to the effectiveness of the Inclusion team. To model the vision and values of the academy and the Trust. To receive and act on feedback to build on the strengths and improve personal performance within the academy systems. To communicate clear purpose and vision to the team and lead on all aspects of inclusion, including EAL and Gifted and Talented. To promote and safeguard the welfare of children and young people.
To be the Deputy Designated Safeguarding Lead (DSL) for the academy.
Hull Trinity House Academy is a secondary school for boys located in Kingston upon Hull in the East Riding of Yorkshire, England. As an educational institution with over 230 years of history, Hull Trinity House remains very proud of its history and traditions and our motto ‘Spes Super Sydera’ (Hope Beyond the Stars) still neatly sums up our Academy’s aims of continually raising aspirations, widening horizons and empowering our students to achieve their potential.
The Academy is currently rated as a good school by Ofsted (2020) but we aspire to become outstanding and the outcomes for our students show a commitment to providing excellence for all.
Please note, a car parking pass is available for the successful applicant.
Duties and Responsibilities
- To contribute to the strategic development of the academy by implementing whole academy new initiative, monitoring and reporting on key outcomes, to ensure the department meets academic targets.
- To promote and support a culture which encourages ideas and contributions from others within a distributed leadership framework.
- To contribute to self-evaluation systems, including the SEF to inform the cycle of improvement.
Develop and sustain DEEP LEADERSHIP across the academy through:
- Leading, managing and advising on inclusion within the academy
- Leading staff training in supporting inclusivity for all students in the academy
- Leading inclusion across the academy, ensuring it is effective and accountable for the progress of students on the Vulnerable Student Register (VSR)
- Making significant contributions to the SEF and action plan, relating the inclusion improvement plan to the academy development plan
- Providing the Principal with progress reports and monitoring and evaluation analyses based on data
- Liaising with and keeping informed all Head of Department/Faculty and SLT on inclusion issues
- Being committed to developing personalisation
- Championing best practice, demonstrating leadership qualities necessary to command respect and encouraging commitment to raising standards
- Proactively devising and implementing procedures within academy policies
- Keeping a high profile around the academy and being visible and active during non-structured time
- Helping create an effective team by promoting collective approaches to problem-solving and curricular development
- Chairing and producing the agenda for effective student review meetings, ensuring minutes are taken, kept secure and communicated as appropriate
- Developing skills and knowledge for mentoring and coaching colleagues
- Managing the transition process from KS2 to KS5 for vulnerable students
- Being responsible for the development, line management and performance management of staff working withinthe Learning Managers Team
Develop and sustain DEEP LEARNING across the academy through:
- Working closely with Head of Department/Faculty in the academy system
- Ensuring reporting arrangements are accurate and moderated
- Analysing and interpreting data on students’ attainment and action plan accordingly, reviewing with teachers their assessments of progress for classes, groups and individuals
Develop and sustain DEEP EXPERIENCE across the academy through:
- Managing the provision of information to parent/carers and other staff about curricular choices, and choice of teaching groups for individual students and groups of students
- Identifying and supporting opportunities for independent learning
- Ensuring personalisation by matching learning opportunities to individual student needs
- Ensuring that the Inclusion team makes a positive and detailed contribution to the academy’s VLE, website, prospectus and newsletter
Develop and sustain DEEP SUPPORT across the academy through:
- Line managing the Learning Managers Team in their day to day support of students and familes
- Ensuring effective transition and monitoring of vulnerable transfers, managed moves and students into and out of alternative provision
- Engaging in regular monitoring visits and quality assurance of alternative provision
- Effective liaison with external agencies that increase the range of and maximises the effectiveness of support available for students and families
- Ensuring students are placed correctly onto the Vulnerable Students Register (VSR), their needs assessed and met across the curriculum and that impact of the provision is monitored and reviewed
- Ensuring that provision mapping for student need is reviewed on a regular basis and staff deployed accordingly
- Taking responsibility for academic and social guidance of vulnerable students
- Taking responsibility for upholding the standards of behaviour in the academy
- In collaboration with SENDCO and other professionals, contribute to the production of IEPs which can be used to set subject specific targets, and match curricular materials and approaches to student needs
- Identifying and supporting the subject cohort of Gifted and Talented students by developing strategies to meet their needs, sharing good practice, tracking student progress and setting specific targets for the group
- Ensuring that the inclusion team supports the academy’s implementation of all current statutory requirements, e.g. Equality Act, Access to Work, SEN, Child Protection
- Ensuring resources are adapted to suit the needs of all students to enable inclusive learning opportunities for all students
- Being aware of the responsibility for personal health, safety and welfare and that of others who may be affected by your actions or inactions
- Continuing the development and implementation of multi-agency work across the academy
- Working with the SENDCO and DSL in identifying students with Special Educational Needs, EMTAG and EAL, Gifted and Talented, Looked After Children, vulnerable, Targeted or underachieving students and ensuring their needs are met
- Developing and maintaining excellent relationships with parents and carers to ensure that students are fully supported and able to enjoy and achieve
- Being responsible for promoting and safeguarding the welfare of children and young people
Deputy Designated Safeguarding Lead role and responsibilities:
- To support the DSL in being responsible for all safeguarding and child protection matters arising at the academy and to support all other staff in dealing with any child protection concerns that arise.
- To be available for staff to discuss any safeguarding concerns.
- To support the DSL in being responsible for:
- Referring all cases of suspected abuse of any student at the academy to children’s social care.
- Supporting staff who make referrals to local authority children’s social care.
- Referring to the Local Authority Designated Officer (LADO) team all child protection concerns which involve a member of staff.
- Liaising with the case manager and the designated officer at the local authority for child protection concerns (all cases which concern a staff member).
- Taking part in strategy discussions and inter-agency meetings and/or supporting other staff to do so and to contribute to the assessment of children.
- Referring cases to the Channel programme (and supporting staff who make referrals) where there is a radicalisation concern.
- Making referrals to the Disclosure and Barring Service where a member of staff is dismissed or resigns in circumstances where there has bene actual harm, or risk of harm, to a child.
- Making referrals to the police where a crime may have been committed which involves a child.
- To act as a source of support, advice and expertise to staff on matters of safety and safeguarding and when deciding whether to make a referral by liaising with the relevant agencies.
- To support the DSL to ensure the academy’s child protection policy and the implementation of it are reviewed at least annually and is up to date, available publicly and that staff are aware of training opportunities and the local policies on safeguarding.
- To support the DSL to ensure where children leave the academy their child protection file is securely transferred to the new school or college as soon as possible.
- To work with the DSL as a point of contact for parents, pupils, teaching and support staff and external agencies in all matters relating to the Prevent Duty.
- To support the DSL to ensure Prevent Duty procedures are coordinated in the academy and that appropriate training has been completed and is reviewed regularly to ensure all staff remain up to date.
Data processing and security
- To ensure strict confidentiality in all areas of work.
- To work and process personal and sensitive information in accordance with Data Protection Act 2018 including the General Data Protection Regulations (GDPR) 2018.
- To ensure work is conducted in a way that protects the safety and security of information (e.g. strong passwords, reporting breaches, securing paper records, securely disposing of records).
- To understand and comply with the statutory guidance regarding safeguarding of children, ensuring the safeguarding and promotion of children’s welfare at all times, reporting any concerns to the Designated Safeguarding Officer immediately.
- To comply with the Trust and academy’s policies and procedures at all times.
To undertake other reasonable duties (with competence and experience) as requested, in accordance with the changing needs of the organisation.
External: Contractors, suppliers, parents and external agency professionals
Internal: Students, staff, AAB members, parents and visitors to the academy
This job description may be subject to change, following consultation between the post holder and the Academy.
The Trust is committed to safeguarding the welfare of its students and the successful applicant will be subject to an enhanced Disclosure and Barring Service certificate and checks of the relevant barred list / prohibition lists.
Experience and Knowledge
Key: A = Application, I = Interview And Assessment, R = Reference, C = Certificate
- GCSE or equivalent in English and Maths at Grade C or above (A/C)
- Knowledge of general office procedures and practice (A/I/C)
- Knowledge of Absence and Attendance protocols and policies (A/I)
- Knowledge of Child Protection and Safeguarding Procedures (A/I)
- A recognised vocational qualification (NVQ level 4) or equivalent and/or equivalent practical work experience (working with challenging or vulnerable students) (A/I/C)
- Prevent Training (e.g. the Home Office ‘Workshop to Raise Awareness of Prevent’ WRAP) (A/C)
- Child Protection Training (A/C)
- Communicating and working effectively, confidently and respectfully with senior colleagues whilst maintaining confidentiality (A/I/R)
- Working within a partnership context, including co-ordinating collaborative activities and plans (A/I)
- Highly organised and self-motivated, with the ability to manage time to ensure that deadlines are met (A/I/R)
- ICT skills to produce quality reports and documents, and to create and manage simple databases (A/I)
- Able to communicate effectively both orally and in writing with a wide range of people (A/I)
- Ability to lead and work as part of a team (A/I/R)
- Ability to work independently, with good awareness of when to take initiative and when to check and confirm actions (A/I)
- Ability to be well organised and accurate in all aspects of the role with the ability to prioritise (A/I)
- Ability to work well under pressure and to respect sensitive and confidential work (A/I/R)
- Ability to form strong and effective working relationships with colleagues, within the academies and in partner organisations, even when working remotely (A/I/R)
- Diplomacy and discretion and the ability to appropriately manage confidential information (A/I)
- Proven ability to work as a team member to achieve goals in effective co-operation (A/I)
- To display a responsible and co-operative attitude to working towards the achievement of the organisation aims and objectives (A/I)
- Commitment to own personal development and learning (I)
- A commitment to abide by and promote the Academies’ Equal Opportunities, Health and Safety and Child Protection Policies (A/I)
- The ability to travel independently across the Trust (A/I)
- The post holder will require an enhanced DBS (C)
- Safer recruitment in education training (A/I/C)
- Working within a school and team environment (A/I)