Inclusion Worker

You will be part of a small, dedicated team of enthusiastic and skilled professionals. We are all involved in working with schools and settings to develop their capacity to implement a robust graduated approach to improve outcomes for pupils with SEMH. Using a consultative approach, you will work with SENCO's and school staff to think holistically about pupil profiles- strengths and barriers, working with school staff to develop plans to implement appropriate strategies to maximise inclusion and raise achievement. You will also contribute to our training offer, as well as developing supportive resources. As our next Inclusion Worker, you'll have excellent communication skills, verbal and written, good assessment skills, to ensure that settings effectively meet the needs of all children. You will work collaboratively with staff and other agencies to support the inclusive placements of children with SEN. The role is integral to our SENIT and STARS team -a multidisciplinary team of specialist teachers and inclusion workers, with expertise in the areas of SEMH, autism, early years, as well as learning and cognition needs. We work across all phases of education from Nursery to post 16. We are part of the bigger Learning Inclusion team and work closely with our colleagues to offer 'One Send Service'. What we offer you We take pride in offering the best employee experience, with benefits including a full induction package; regular supervision, access to in-house training, as well as guidance and support from the wider team., Job Purpose: Under the general direction of a Team Manager provide a high quality and comprehensive service to schools and settings in one of the following areas; autism, SEMH needs, early childhood development in accordance with the organisational needs, policy and practices of the Directorate and within statutory guidelines.,

• Responsible for the development of good SEND practice in mainstream settings through assessment of need, advice, training and empowerment of professionals who teach and support pupils with SEND in mainstream settings.
• Empower staff to develop their understanding of SEND to identify needs early and to put systems in place to meet those needs.
• Assist setting staff to meet their statutory duties, by creating an inclusive and enabling environment and ethos, conducive to the achievement of positive outcomes.
• Contribute to setting improvement through the implementation of the SEND Code of Practice.
• Raise achievement and maximise the well-being, engagement and inclusion of CYP with SEND through consultation, assessment of need, empowerment and through capacity building.
• Be an advocate for the difference not deficit approach to understanding SEND and promote the social model for understanding disability.
• Be an advocate for CYP with SEND to ensure settings meet their legal and statutory responsibilities.
• Use assessment of need and observation techniques informed by a comprehensive knowledge, understanding and experience in SEND, and in particular a specified area of specialism, to inform the advice given to settings.
• Use evidence informed strategies to meet identified CYP needs to improve their social skills, communication and interaction skills, self-help, well-being, independence, self-awareness, self-advocacy, learning and inclusion.
• Provide strategies that enable staff in settings to meet the needs of the child; promoting effective universal, targeted and personalised provision and individualised learning programmes, when required
• Ensure that the views of the CYP (appropriate to their age and development) and parent voice are sought and taken into account when planning provision.
• Identify and remove barriers to learning, inclusion and engagement through establishment of good SEND practice across the setting
• Develop and maintain effective working relationships with other professionals within the council and partner agencies (such as targeted services, AIP, Health, social care), to ensure an integrated, holistic and multidisciplinary approach to understanding and meeting the needs of individual CYP.
• Work with settings to prevent exclusion of CYP from settings and escalation to statutory services.
• Provide guidance, training and support at transition; across all phases of education with a range of stakeholders and for return to mainstream provision
• Plan, deliver and promote training to settings, and parents as required, in order to build their knowledge, understanding and capacity in meeting the needs of CYP with SEND
• Manage an allocated caseload of SEN CYP and, with supervision, regularly monitor, review and evaluate the impact of intervention and outcomes for CYP.
• Support whole school/setting development, working with SENDCos to establish good SEND practice.
• Maintain accurate manual and computerised records, case notes and other records, collating and preparing information from a variety of sources including preparing reports that are concise, timely, and informative in accordance with the requirements of GDPR
• Contribute to statutory processes such as EHCPs, Early Help etc. on request
• Participate in regular personal and professional Supervision and identify and implement strategies for improving practice, responding appropriately to concerns about practice or procedures.
• Keep up to date with current legislative changes in SEN and contribute to the professional development of the team in order to improve service delivery.
• Recognise and promote individual responsibilities in relation to minimising risk and responding to safeguarding concerns.
• Flexible and adaptable to change to assist other services as required commensurate to grade
• Travel throughout Leeds City Council boundaries to move location within the service working at different locations depending on need.
• To participate in appraisal, training and development activities as necessary to ensure up to date knowledge and skills
• To improve own practice through observation, evaluation, discussion with colleagues and CPD programmes.
• To work collaboratively with colleagues, knowing when to seek help and advice.
• Contribute to the overall ethos, work, and aims of the service by attending relevant meetings, forums, training days/events as requested.
• To undertake any other duties and responsibilities appropriate to the grade and purpose of the job as may be determined by the directorate.
• Be aware of and comply with Leeds City Council policies and procedures e.g. child protection, health, safety and security, confidentiality and data protection, reporting all concerns to an appropriate person
• Be aware of and support difference and ensure equality for all working in an anti-discriminatory manner, upholding and promoting the values, standards and equal opportunities of Leeds City Council.
• Recognise and appropriately challenge any incidents of racism, bullying, harassment or victimisation and any form of abuse of equal opportunities, ensuring compliance with relevant policies and procedures.
• The duties outlined are not meant as an exhaustive list and will also comprise any other duties within the spirit of the post commensurate with the job evaluation outcome for this post.
• The Council has adopted a flexibility protocol and this role will be expected to work within these parameters.
  
  As an Inclusion Worker, you will bring to the role:
• An enthusiasm to work alongside other professionals to improve outcomes for vulnerable children and young people.
• Extensive experience of removing barriers and supporting children and young people with a range of social, emotional, and mental health Needs (SEMH).
• Excellent communication, interpersonal and social skills alongside good IT capabilities.
• A flexible and 'can do' approach and attitude., Qualifications: Relevant qualification relating to autism, SEMH needs, early childhood development e.g. NNEB or NVQ level 3, or relevant experience around the inclusion of children and young people in schools settings and evidence of ongoing professional development., Able to offer high challenge and high support that promotes a culture of inclusion of children and young people with autism SEND in Leeds mainstream settings.
• Able to communicate effectively, accurately and concisely with a range of partners, parents/carers, CYP and colleagues and in a variety of contexts.
• Able to work effectively as part of a team and to demonstrate excellent organisational and time management skills prioritising own and team's work to meet conflicting deadlines
• Able to undertake assessments and observations to identify, understand and meet needs.
• Able to identify appropriate evidence informed strategies and interventions in order to promote positive change.
• Able to exercise individual judgement, assess risk and consult where appropriate.
• To actively seek out areas for professional development, attend training and development activities to ensure up to date knowledge and skills and service improvement
• Able to travel throughout Leeds City Council boundaries and move locations within the service working at different sites /settings depending on need.
• Able to identify and take account of the significance of diversity on the lives of people and show application of this understanding in practice
• Able to be an advocate for the difference not deficit approach to understanding SEND, work from a strengths based approach and promote the social model for understanding disability
• Able to keep detailed records of all working practice to support service monitoring and evaluation processes;
• Able to make proactive use of Supervision to reflect critically on practice and explore different approaches to work and understand the boundaries of professional accountability.
• Competent in the use of IT, including Microsoft Office, Internet and Email
• Able to gather a range of information and data from a wide range of sources, services and settings / locations and present these in a consistent and coherent manner
• Excellent numeracy and literacy skills
Knowledge Required
• Knowledge and understanding of SEND and the impact on the individual in one or more of the following areas; autism, SEMH needs, early childhood development
• Relevant qualification relating to autism, SEMH needs, early childhood development e.g. NNEB or NVQ level 3, or relevant experience around the inclusion of children and young people in schools settings and evidence of ongoing professional development.
• Understanding of the Code of Practice 2015 and its implementation in settings.
• Knowledge and understanding of child development and the implications for teaching and learning.
• Working knowledge and experience of implementing national/foundation stage curriculum and other relevant teaching and learning programmes/strategies.
• Of evidence informed interventions and strategies for universal, targeted, personalised support in settings that enhance learning, engagement and well-being of CYP with SEND.
• Understanding of the roles and responsibilities of statutory and voluntary agencies.
• Demonstrate an understanding of the importance of confidentiality and the needs and wishes of individuals, families and carers as appropriate.
• Understanding of responsibilities in terms of Health and Safety, security, confidentiality, data protection and safeguarding issues associated with vulnerable people
• Demonstrate an understanding of diversity issues within local communities.
• Understand the unique vulnerabilities of CYP with SEND in relation to safeguarding
Experience Required
• Of working in an educational setting and supporting CYP with SEND in in one or more of the following areas; autism, SEMH needs, early childhood development.
• Of producing records and reports to a high standard for a variety of purposes with language suited to function
Behavioural & other Characteristics required
• Demonstrate a positive regard for people withSEND and be an advocate for the difference not deficit approach to understanding SEND, work from a strengths based approach and promote the social model for understanding disability.
• Committed to continuous improvement.
• Ability to understand and observe Leeds City Council Equal Opportunities Policy.
• To carry out all duties having regard to an employee's responsibility under Health & Safety Policies.
• Willingness to actively participate in training and development activities to ensure up to date knowledge, skills and continuous professional development
PERSONAL SPECIFICATION DESIRABLE REQUIREMENTS: It is desirable that the Candidate should be able to demonstrate the following criteria for the post within the context of the specific role duties and responsibilities: Candidates are not required to meet all the Desirable requirements however these may be used to distinguish between acceptable candidates. Knowledge Required
• Qualification at degree or professional level e.g. SaLT, counselling, advocacy
• Specialist skills/training in curriculum or learning area e.g. therapeutic work, bi-lingual, ICT
Experience Required
• Of delivering training
  
  As an Inclusion Worker you'll thrive on the day-to-day variety of the role in supporting school staff to make a difference for their pupils with SEMH. As a team we work closely to support each other, developing our own knowledge and skills to build capacity in Leeds schools and settings.
Leeds City Council is one of the largest employers in the region with over 14,000 employees. We seek to recruit and develop talented individuals who embody our council values and ambitions.

The appointment will be made following a successful interview and enhanced Disclosure and Barring Service (DBS) check. Read our recruitment of ex-offenders policy. We are committed to safeguarding and promoting the welfare of children, young people and vulnerable adults. We promote diversity and want a workforce that reflects the population of Leeds. Leeds City Council is ranked 70 on the Stonewall Equality Index 2023. We are also an age-friendly employer, a Mindful Employer and a Disability Confident Leader. All new Leeds City Council appointments are made subject to the satisfactory completion of a six-month probationary period.