Lead Teacher - Inclusion

Attendance - We focus on improving each learner's attendance level to ensure they give themselves the
basis to achieve.

Routine - Our tutors help learners gain routines adapted to their individual needs, ensuring they feel
comfortable in the educational environment.

Relationships - Learners are supported in developing sound relationships with tutors and other service
users, creating a foundation of trust and connection.

Respect - We work with learners and families in a holistic manner to maximize their life-chances and
educational potential.

Trust - When pupils feel more secure and understood, they are empowered to take risks and grow in their
learning.

Teaching - A formal, academic curriculum takes place, ensuring learners receive high-quality educational
experiences tailored to their needs.

These values inform the decisions that we make and the interactions that we have, creating an
environment where success is not just possible - it's expected.

This core belief drives our passion for working with learners and explains why our dynamic, bespoke
approach successfully reaches so many disengaged and vulnerable young people. We understand that
one size does not fit all, especially for children who face barriers to mainstream education.

Our unique strength lies in offering small class sizes where the curriculum is specifically tailored to each
individual's needs. We recognise that successful teaching and learning are built on a foundation of strong
routines, positive relationships, mutual respect, and trust, and we prioritise building these essential
elements with every young person in our care.
From the moment of referral, we place the learner's special educational needs and disabilities (SEND) at
the heart of our planning, alongside comprehensive family support, ensuring our educational
interventions are both effective and appropriate., The post holder will be a middle leader with responsibility for SEND provision across ALP Sittingbourne,
working in close partnership with the Senior Management Team., Work in partnership with the SMT, WLT and all staff to oversee and develop SEND provision across the
school.
Support the implementation, monitoring and review of provision maps, ensuring strategies meet
learners' EHCP outcomes.
Provide guidance and support to teachers, tutors and LSAs in adapting provision and interventions.
Assume increased responsibility for SEND leadership in line with experience and qualification
progression.

Annual Reviews and EHCP Processes

Oversee and support the planning, delivery and quality assurance of Annual Reviews.
Monitor and maintain an Annual Review schedule, ensuring statutory timelines are met.
Work collaboratively with parents/carers, external professionals and local authorities.
Contribute to the development and review of EHCP outcomes and provision., Monitor and coordinate Section F provision, including allocation of time and resources.
Review the impact and effectiveness of interventions, adjusting provision as needed.
Support staff in evidencing progress against EHCP outcomes.

Therapies and External Provision

Coordinate therapeutic provision, including (but not limited to):
Speech and Language Therapy
Occupational Therapy
Counselling and wellbeing support
Wider School interventions
Liaise with therapists and external professionals to ensure integrated, consistent provision.
Support staff in embedding therapeutic strategies into daily practice., Development and implementation of interventions in line with SEN Code of Practice and school
policies
Differentiate learning by understanding individual needs and EHCP outcomes.
Plan and deliver lessons to Primary and Secondary aged learners as required.
Facilitate learning through positive relationships, effective environments and resources.
Develop pupils' skills and social abilities to support their development.
Link learning to prior knowledge, challenge and inspire pupils.
Lead by example and mentor staff involved in teaching and learning.

Quality Assurance and School Development

Take an active role in school preparation for OFSTED and other quality assurance
processes.
Contribute to SEND-related quality assurance and internal moderation.
Monitor learner progress, engagement and wellbeing with SMT.
Support curriculum development and SEND systems.

Professional Development and Leadership

Hold or be working toward the relevant SENCo qualification (NPQ or NASENCO)
Work reflectively with SMT to develop leadership capacity and confidence.
Mentor and support staff in developing SEND knowledge and practice.
Promote a collaborative, solution-focused culture across the school.

Personal Development and Well-Being

Uphold ALP Schools' values and ARRRTT philosophy.
Maintain high expectations for learners and staff.
Communicate sensitively and effectively with parents/carers and professionals.
Demonstrate commitment to continuous improvement and inclusive practice.

Monitoring and Assessment

Evaluate pupils' progress through assessment of teaching and learning.
Monitor pupils' responses and modify teaching approaches accordingly.
Monitor participation and progress, providing feedback and support.
Maintain and analyse records of pupils' progress., ALP Schools are committed to continuous learning and all staff are expected to engage in continuing
professional learning and development. In common with all who work in the school, the post holder will
also be expected to:
Act as an ambassador for ALP Sittingbourne by supporting our values and expectations of learning.
Be a significant presence and role model for students and staff and to meet the dress code.
Follow and where appropriate enact all relevant policies, procedures and guidelines.
Contribute to development through team planning and review meetings.

Special Factors

All staff have a responsibility for providing and safeguarding the welfare of children and young persons
s/he is responsible for or meets.

The nature of the work may involve the post-holder carrying out work outside of normal working
hours.
The post-holder may be required to attend, from time to time, training courses, conferences, seminars
or other meetings as required by his/her own training needs and the needs of the service.
Expenses will be paid in accordance with the School's internal policies, following authorisation by the
SMT
This post is subject to a check being carried out at an Enhanced level by the Disclosure and Barring
Service regarding any previous criminal record, in addition to SAFER recruitment checks

Understanding of the National Curriculum and/or Functional Skills.
Familiarity with age-related expectations and assessment frameworks.
Understanding of SEND legislation and the SEND Code of Practice.
Knowledge of EHCP processes and statutory frameworks.
Ability to use ICT innovatively.
Strategies to promote positive behaviour and purposeful learning., To have or be willing to work towards achieving a qualification in
English / literacy and mathematics / numeracy equivalent to at least a Essential
level 2 on the National Qualifications Framework

To hold or be actively working towards Qualified Teacher Status or Essential
Qualified Teacher Learning and Skills, Experience of working with clear guidelines, procedures and Essential
adhering to child protection and Data protection guidance

Ability to establish and maintain professional working relationships Essential
with a variety of colleagues across directorates and other agencies

Understanding of working with people with challenging behaviour / Essential
complex needs / disabilities

Ability to quickly establish relationships with young people, Essential
vulnerable people and families with complex needs

Experience of working with special educational needs and / or Essential
relevant paperwork for special educational needs.

Relevant experience of addressing social exclusion, including but not
limited to; youth work, alternative education provisions, community Essential
development, dealing with vulnerable people and those with
complex needs

Experience of managing a team or co-ordinating volunteers Desirable, Knowledge of the National Curriculum and or alternative learning
qualifications in various subjects, including Literacy, Numeracy and Essential
Personal and Social Development

Willingness to keep up to date/complete relevant administration Essential
training as and when needed

Excellent interpersonal skills with both adults and children Essential

Willingness and ability to work as part of a team Essential

Ability to communicate effectively both verbally and in writing Essential

Ability to prioritise and organise own work Essential

Computer literate Essential

Excellent interpersonal skills, inc active listening Essential

Strong organisational, planning and time management skills Essential

Knowledge of special educational needs and disabilities Essential

Proactive approach to problem solving Essential

Ability to work flexibly in a rapidly changing environment Essential

Strong understanding of youth and wider community issues Essential

Personality and Social Skills

To have a positive and professional approach to work Essential

To enjoy working with young people Essential

To be flexible, energetic, adaptable and can use initiative Essential

Committed to raising standards and continuous improvement Essential

Ability to maintain confidentiality in the light of handling sensitive Essential
information

Good communication and social skills, with a good sense of humour Essential

Ability to work flexibly with reference to time and location and meet Essential
deadlines

Ability to cope with difficult interpersonal behaviour and language Essential

ALP Schools are a chain of Independent Special
Needs Schools. Each of our schools is Ofsted
OUR APPROACH registered and caters for young people who have
struggled in mainstream education due to their
special educational needs. We also recognise the
importance of building up routines, relationships,
respect and trust in order to achieve successful
teaching and learning We are proud to offer a
holistic and individualised approach to learning
that truly empowers success.
Our Vision and Values
At ALP Schools, our vision is clear: Empowering Success Through Holistic and Individualised Learning . We
hold a fundamental conviction that education can help every individual achieve their full potential,
regardless of their ability. This isn't just a statement, it's the foundation of everything we do and the reason
we exist.

Our approach is guided by our ARRRTT values, which underpin every aspect of our work with learners

ALP Schools are a growing chain of small independent schools
catering to young people with special educational needs.
ALP Sittingbourne is Ofsted-registered for 40 learners, with
small class sizes ranging from one-to-one tuition to classes of
up to six learners.

The school's vision is to empower success through holistic and
individualised learning. We work with learners aged 7-19 years,
ensuring that each individual's needs are met and that they
are provided with a wide range of learning opportunities.

We care for the well-being of our learners and our staff team.
All employees are provided with a BUPA Cash Plan scheme,
annual well-being initiatives, termly perks, annual appraisals,
and support for CPD to encourage career progression.

We are excited to be recruiting a Lead Teacher - Inclusion
(ideally a qualified SENCo) to join our Wider Leadership Team,
taking a lead on SEND provision across ALP Sittingbourne.
Working in close partnership with our Senior Management
Team, the successful candidate will help shape and develop
the way we support our learners, with the opportunity to take
on progressive leadership responsibility as they grow within
the ALP Schools educational model.

Alongside their leadership responsibilities, the post holder will
teach across the school and a range of ages, modelling highquality
SEND practice in the classroom. The role includes
overseeing provision maps and EHCP outcomes, supporting
the planning and quality assurance of Annual Reviews,
coordinating Section F provision and therapeutic support, and
guiding teachers, tutors and LSAs in adapting their practice to
meet individual needs.

ABOUTTHEROLE
A P P L I C A T I O N

K E Y R E S P O N S I B I L I T I E S

Salary range/Grade £36,000 - £42,000

Contract type Full Time, 40 weeks per year, Number of learners successfully making progress and having a positive experience at ALP
Sittingbourne.
Quality of assessment and internal moderation, as indicated in external moderation reports.
Lead on OFSTED inclusion framework., ALP Schools seek to promote the employment of staff with disabilities and will make any
adjustments considered reasonable to the above duties under the terms of the Equality
Act 2010 to accommodate a suitable candidate with disabilities.

Equality and Diversity Statement

ALP Schools are committed to achieving equality for all those who learn and work with us,
and wishes to develop a fair and supportive environment, which provides equality of
opportunity and freedom from unlawful discrimination on the grounds of race, colour,
nationality, ethnic origin, gender, gender identity (transsexuality), marital or civil
partnership status, disability, sexual orientation, religious or political beliefs, age, social class
or offending background.

Staff in Human Resources play a critical role in developing, maintaining and supporting
equality and diversity in employment. All staff have a legal and personal responsibility to
uphold the School's policies.

Equality of opportunity is embedded in the recruitment and selection of staff, training,
promotion, performance and development management, induction, probation, and
communication and elsewhere. We endeavour to treat people fairly on the basis of
individual need and to build a workforce which is diverse.

A variety of training courses, some mandatory, on equality and diversity are organised
through our Staff Development