Simon Balle School Strategic Leader of Inclusion Dear Applicant, Thank you for showing an interest in this post. It is a newly created role and we see it as a key driver for our school improvement. Visitors to our school confirm that we have a very special and distinct ethos. We really do believe that every individual should be valued for who they are and what they bring to our school. Our school is a living community which places teaching and learning at the heart of all we do. As a senior team we are passionate about seeing all students achieve their potential and we are driven by a real desire for continuous improvement. We have a clear vision which is uncompromising there can be no barriers to learning and achievement; it is our role to have effective strategies to overcome any that may face our students. The role of Leader of Inclusion is about leading and empowering others teachers, other middle leaders, support staff, students and parents. We are looking for a candidate who has a record of strong middle leadership. You must be able to use and interpret data, have an excellent understanding of effective pedagogy, be solution focused and able to tackle under performance with the right balance of challenge and support. You will have already led a team with success and yet be able to contribute to a wider team, driving, supporting and exemplifying the school’s ethos. Once appointed, you will work with a range of staff at Simon Balle. You will lead the SEN team and may require further training in this area; this will be offered if necessary. In addition, you will be working with the mentoring and intervention teams to ensure that there is coherence, rigour and progress for all groups of students. We are therefore looking for a strong middle leader who, within the next 5 years, will be aspiring to Deputy Headship. You may currently be a pastoral or subject leader. We look forward to your application. Visits to the school are welcomed. Come and be part of this very special place “where ordinary people achieve extraordinary things”. Alison Saunders Headteacher
Strategic Leader of Inclusion Key Areas of Responsibility Special Educational Needs
The school has around 8% of its students on the SEN register. This includes 16 statemented students with some complex needs. We also have a slightly higher than average number of students on the autistic spectrum. The SEN department currently has an administrative assistant, a specialist teacher and ten Teaching Assistants. A specialist TA also works in the Humanities Department and, whilst TAs are not currently deployed to departments, many have particular subject expertise and experience. Two English teachers also work in the department delivering literacy booster support to small groups at KS3. Learning Mentors Simon Balle employs two experienced Learning Mentors who work with the English and Maths departments to provide targeted support for groups and individuals, focused particularly in KS4 and ‘borderline’ C/D students. These colleagues also deliver academic mentoring to students across the school who are referred via our Mentoring Panel (see below). Mentoring We have recently reviewed our processes for mentoring, bringing academic and pastoral referrals together at regular ‘Panel’ meetings to ensure coherence, rigour and a close match to student needs. Liaison at these meetings leads to referrals to outside agencies as well as our internal provision. The Head of Inclusion will work on the panel with Heads of Year, the Director of Care and Wellbeing and the Deputy Head to agree, implement and monitor support. Intervention The Head of Inclusion will have an important role in monitoring intervention to ensure good progress is made by all groups of students. This will involve liaison with heads of year and heads of English and Maths, as well as attendance at Intervention Meetings, held twice termly. Three times per year a ‘Data Capture’ assessment of all students means there is data to analyse and intervention to plan and monitor.
Literacy In common with many schools, we know we have an issue with a group of students who arrive in Year 7 with a low level 4 in KS2 English and do not make the excellent progress we expect for all students. Specific and creative provision for this cohort will be part of the role of the Leader of Inclusion.
Gifted and Talented at Simon Balle As a high achieving school, we have many students who are able and there has been some very good work done in this area. Last year the students consulted widely and produced a ‘Learning Manifesto’. Moving forward with this work, to ensure that the quality of teaching in our school builds the right kind of stretch and challenge, will involve working with heads of department and classroom teachers to build trust and
share expertise. Identifying and facilitating enrichment opportunities will also form part of the role. A Final Word This role has a wide brief but there is much good practice already established. As the successful candidate, the staff working with you will bring commitment, experience and enthusiasm to the task ahead. You will also be part of a school team that works together effectively, under the watch of a supportive but challenging governing body. You will have the opportunity to develop professionally and deepen your understanding of whole school improvement. Most of all, you will join a school with creative and motivated young people who are committed to learning and making a positive contribution to society.