Diversity Inclusion Lead

Roles and responsibilities

• Provide support for individual pupils, within a group context or individually, both inside and outside of the classroom to enable them to fully participate in a range of activities during the school day.
• Be proactive in matters relating to health and safety.
• Assist in the implementation of individual education programmes for individual pupils, link to the student’s IEP goals and contribute to the monitoring of their progress and attainment.
• Support the individual pupil/s in relation to their additional support needs e.g., academic, physical, emotional, and behavioural difficulties and help develop their social and communication skills.
• Assist home room and subject teachers with maintaining pupil records.
• Prepare necessary resources to assist the identified student to access or differentiate the curriculum in order to support learning.
• Promote independence, by teaching clear and meaningful strategies to the student.
• Support the aims of the school, comply with the requirements of health and safety, code of conduct and other relevant legislation and school policies.
• Set a good example in terms of dress, punctuality, and attendance.
• Attend training sessions and professionals’ meetings as required.
• Work with other professionals e.g. speech therapists, occupational therapists etc, as needed.
• Build a close working relationship with home room and subject teachers and communicate regularly and openly.
• Understand other duties from time to time as the principal / Head of Inclusion require

Specific Duties

• Adhere to guidelines of confidentiality – respecting that the Head of Inclusion, Home room and subject teachers are responsible for formal communications with parents.
• Academic assistance
• Giving individual instruction as prescribed by the teacher / providing group instruction where appropriate
• Demonstrating various instructional activities
• Monitoring work assigned by the teacher – checking and correcting individual students work in line with school policy, while in progress.
• Keeping individual pupil and peers on task
• Praising and reinforcing the achievements of pupils/reporting pupil progress to the teacher
• Prepare materials for the individual as needed, to scaffold their classroom learning.
• Supervising individual pupil/s in the classroom, specialist lessons and other locations
• Participating in development of behaviour policy / promoting pupils self-esteem and discipline misbehaviour in line with whole school policy
• Attend and subsequently deliver intervention for SaLT / OT / ABA therapy to help generalise and consolidate target skills, maximising the impact of therapy.
• Attend ECA/trips and visits.
• Experienced IA may be asked to mentor new IA – new IA may be asked to participate mentoring

Minimum Qualifications

• SEN qualification – Diploma

Minimum Experience

• 1 year SEN experience

Desired candidate profile

• Understanding of SEN: Knowledge of various special educational needs and disabilities, including how they impact learning and behavior.

• Individualized Support: Providing tailored assistance to students based on their specific needs, helping them engage with the curriculum and participate in classroom activities.

• Collaboration: Working closely with teachers, special education professionals, and parents to ensure a coordinated approach to support.

• Behavior Management: Implementing positive behavior strategies and interventions to promote a supportive learning environment.

• Communication Skills: Effectively communicating with students, adapting language and methods to suit their understanding.

• Observation and Reporting: Observing student progress and behaviors, and providing feedback to teachers to inform instructional strategies.

• Resource Management: Assisting in the preparation of materials and resources that cater to diverse learning needs.

• Encouragement and Motivation: Fostering a positive attitude towards learning by encouraging students to participate and express themselves.

• Flexibility and Adaptability: Adjusting support strategies based on the changing needs of students and classroom dynamics.

• Professional Development: Committing to ongoing training and learning about best practices in inclusion and special education.