Job title: Inclusion Manager
Line Manager: Assistant Principal responsible for behaviour
Salary: £40,700 FTE / Pro rata £36,000
Contractual Hours: 37.5 hours per week
Terms: Permanent, term time only (part-time)
Starting: September 2026
JOB DESCRIPTION
Aim and main purpose of the job
To lead the inclusion provision at Marylebone Academy. This will involve managing the day-to-day operations within the inclusion faculty (known as BASE) (Behaviour, Attitudes, Safeguarding, Exclusion), including the work of the team of inclusion mentors. The postholder will also be strategic lead for the programme of inclusion and intervention strategies, rooted in Trauma Informed practices, to assist in the promotion, direction and oversight of high standards of teaching and learning, learner achievement, reduction of exclusion rates and academic progress through effective provision for identified learners.
General responsibilities:
Manage the BASE provision at Marylebone Academy.
o Ensuring all BASE procedures are followed as designated by the Principal / Assistant Principal.
o Ensuring the BASE is used effectively for reflection and continuation of learning.
o Ensuring Staff carry out their duties with regards to restorative practices and parental communication.
o Making contact with parents regarding their child’s referral to BASE.
To oversee the monitoring and attendance of students placed with alternative education providers e.g. Offsite Direction and Westminster Education Centre, monitoring their progress, to be the key contact with providers and to create reintegration plans for students
Manage, in partnership with Heads of Year, the integration and monitoring of managed moved or fair access panel students.
To work with the Senior Leadership Team (SLT), Special Educational Needs Coordinator (SENDCO) and Heads of Year to identify and co-ordinate inclusion and intervention needs e.g. mentoring, transition groups, behaviour therapy, social skills etc. Set up a referral process, prioritise students, gain parental consent, determine outcomes, tracks and report to SLT and SENDCO.
To be proactive in sourcing external partners to support the inclusion programme and to co-ordinate the work of existing partners whilst onsite.
Attend key meetings as required e.g. Inclusion Managers meeting, Team Around the Family and Team Around the Child.
Develop and manage peer mentoring system within Marylebone Academy to include formal training, supervision, timetabling and student matching
To be a deputy designated safeguarding lead and to undertake required training to fulfil that role.
Academic Progress
1. To monitor the academic progress of identified students, using 4Matrix and other relevant data analysis tools, to secure and sustain effective learning, with particular reference to the proportion of students and groups of students (including, but not limited to; Pupil Premium and high prior attainment) making expected levels of progress.
2. To have an overview of the range of barriers to learning that impact on student progress and to provide strategies to teaching and teaching support staff to support the progress of identified students.
3. To use all of the above to identify underachievement with a view to establishing and coordinating intervention strategies in conjunction with teachers and Heads of Faculty, Heads of Year and SENDCO with particular reference to the proportion of students and groups of students with inclusion needs not making expected progress in all subject areas.
4. To monitor the effectiveness of these interventions and report to SLT termly on the progress being made by identified students
5. To report to the line manager on the progress of students identified with inclusion needs and the impact the intervention(s) are having.
Leadership and Management
1. To lead the delivery of the inclusion programme, maintaining a provision map in order to monitor participation students and the impact intervention(s) have.
2. To manage any external providers working with our students during the school day.
3. To oversee the day to day running of internal exclusions.
4. Uphold and lead on school standards of appearance, uniform and discipline
5. To initiate and respond to communications with parents ensuring that they are kept fully informed and involved in the progress of their children while in BASE.
6. To liaise with outside agencies to provide external support where necessary, including Westminster Education Centre, The Multi-Agency Referral Form (MARF) Process, Integrated Gangs Unit where appropriate.
7. To monitor the behaviour of identified students using Cloud School and communicate with parents when a parental meeting should be necessary.
8. To support and challenge Heads of Year to ensure identified students receive appropriate support, intervention and external agency involvement where necessary.
Administration
1. To create and maintain a provision map in order to monitor participation of students in inclusion programmes and the impact intervention(s) have.
2. Respond to parent queries as required
3. To work with HOYs/SLT to complete required paperwork for alternative provision, IGU, managed move, MARF and to be part of Off-Site Direction inductions for complex in year admissions to Marylebone Academy.
PERSON SPECIFICATION
ESSENTIAL
Qualifications
Qualified to Degree Level.
Evidence of training or qualifications in pastoral or behavioural support.
Experience
Urban education.
Good use of ICT.
Experience of being a tutor/TA.
Successful experience of supporting students.
Knowledge
Secure knowledge of the Trauma Informed approach to behaviour management.
Evidence of the ability to consult and seek advice and professional support as necessary.
Skills
Accurate and fluent written communication skills.
Ability to deploy teaching & learning strategies appropriately to suit the needs of pupils of differing ability.
Ability to deploy behaviour management strategies effectively.
Attributes
Commitment to inclusion.
High expectations of pupil behaviour and achievement.
Sees tasks through fully.
Is happy to work in an environment of change and growth.
Resilience
DESIRABLE
Qualifications
Successful teaching experience of at least 2 years in a secondary school with suitable teaching qualification.
Experience
Teaching subject specialism in KS3/4/5.
Some wider pastoral responsibility or experience other than being a tutor such as Lead Tutor.
Experience of working with external providers to enhance the educational experience of students.
Knowledge
A proven record as an educator of working in a school environment.
Knowledge of the range of resources available to support inclusion.
Safeguarding experience.
Skills
The ability to inspire, motivate and support pupils, staff, parents/carers and colleagues.
Ability to orally communicate effectively with a range of audiences.
Good relationships with stakeholders.
Attributes
Ability to work with stakeholders in potentially challenging situations.
