Inclusion Coordinator / Deputy Designated Safeguarding Lead - Internal Applicants only

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  • Ash Hill Academy
    Visit Ash Hill Academy
  • Required for October 2021
    Application Closes: 20/09/2021 12:00
    Interview Date: TBC
    Job Length: Temporary until 31.08.2022
  • Weeks of work: 40
    Days of work: 5
    Hours of work: 37
  • Post: Inclusion Coordinator / Deputy Designated Safeguarding Lead - Internal Applicants only
    Salary (FTE): H 25 - £29,577.00 to H 28 - £32,234.00 Salary subject to pro-rata
    Responsible to: Vice Principal - Deep Support
About Delta Academies Trust

Purpose of the job:

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.


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
  • Monitoring the quality of learning and teaching across the academy for SEND students
  • Liaising with and keeping informed all Head of Department/Faculty and SLT on inclusion issues
  • Contributing to the academy vision of quality first provision for students at Wave I
  • 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
  • In conjunction with the line manager, taking responsibility for personal professional development, keeping up to date with research and developments in teaching pedagogy which may lead to improvements in teaching and learning
  • Developing skills and knowledge for mentoring and coaching colleagues
  • Managing the transition process from KS2 to KS5 for SEND students
  • Identifying the progress of students with SEN and taking appropriate action to support learning
  • Being responsible for the development, line management and performance management of staff working within SEND and EAL support
  • Being familiar with and meeting the National Standards for Special Educational Needs Specialists


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
  • Coordinating quality assurance systems including student voice, work scrutinies, lesson observations, reviews of teachers’ planning and preparation and consulting parent views for SEND students
  • Analysing and interpreting data on students’ attainment and action plan accordingly, reviewing with teachers their assessments of progress for classes, groups and individuals
  • Supporting teaching staff to develop innovative and excellent classroom practice, demonstrating excellence in SEND teaching to staff
  • Collaborating with staff in ensuring differentiation is part of provision for students with SEND


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:

  • Ensuring students are placed correctly onto the Vulnerable Student 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
  • Working with all Head of Departments/Faculty’s to ensure teaching assistants have the skills and capabilities to effectively support and make a positive impact on student performance
  • Taking responsibility for academic and social guidance of SEND students
  • Taking responsibility for upholding the standards of behaviour in the academy
  • Working to ensure IEPs are 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
  • 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:
    1. Referring all cases of suspected abuse of any student at the academy to children’s social care.
    2. Supporting staff who make referrals to local authority children’s social care.
    3. Referring to the Local Authority Designated Officer (LADO) team all child protection concerns which involve a member of staff.
    4. Liaising with the case manager and the designated officer at the local authority for child protection concerns (all cases which concern a staff member).
    5. 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.
    6. Referring cases to the Channel programme (and supporting staff who make referrals) where there is a radicalisation concern.
    7. 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.
    8. 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.

Personal Contacts

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)
  • 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 work as part of a team (A/I)
  • 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)