Head of Inclusion Role Profile
Purpose of Role
The Head of Inclusion is a senior leadership role responsible for developing and leading inclusive practices, ensuring compliance with local and international frameworks. They oversee interventions, support staff in delivering differentiated instruction, and safeguard student mental health. As a qualified special educator, they lead and support staff in fostering an inclusive school culture. They collaborate with ISP regional schools, apply expertise in special educational needs and disabilities, and support students, including those for whom English is an Additional Language (EAL). They require initiative, empathy, and a proactive, personable, and positive character to effectively drive inclusion across the school.
About the School:
Aspen Heights British School (AHBS) is a truly inclusive school based on the outskirts of Abu Dhabi. We are proud of our inclusive ethos and our commitment to ensuring all children are provided with personalised learning experiences and the proper support to ensure they can make progress in learning in all areas.
ISP Principles
Begin with our children and students. Our children and students are at the heart of what we do. Simply, their success is our success. Wellbeing and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding and Health & Safety issues and acting and following up on all concerns appropriately.
Treat everyone with care and respect. We look after one another, embrace similarities and differences and promote the well-being of self and others.
Operate effectively. We focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community.
Are financially responsible. We make financial choices carefully based on the needs of the children, students and our schools.
Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement.
Head of Inclusion Key Responsibilities
●Develop and implement the school’s Inclusion Policy, ensuring alignment with national and international best practices.
●Work collaboratively with the Head of EYFS and Primary, Head of Secondary and the Head of Arabic to ensure a consistent approach to inclusion.
●Maintain compliance with ADEK Inclusion requirements and ensure the school meets statutory obligations regarding students of determination and additional learning needs.
●Oversee and evaluate the effectiveness of inclusion programs, using data-driven insights to improve intervention strategies.
●Ensure the Inclusion Register and eSIS ALN module are up to date, tracking SEN, EAL, and students requiring additional behavioural or academic support as per ADEK requirements.
●Ensure the early identification, assessment, and monitoring of students with additional learning needs.
●Oversee the development and implementation of Documented Learning Plans (DLPs), IEPs, IBPs, and ALPs, ensuring that all plans are student-centred, measurable, and reviewed regularly.
●Guide and implement evidence-based interventions tailored to students’ academic and social-emotional needs.
●Collaborate with classroom teachers to differentiate instruction, ensuring that students of determination receive appropriate accommodations and modifications.
●Work closely with the Head of EAL and Multilingualism to support students with English as an Additional Language (EAL), ensuring their inclusion in all aspects of school life.
●Develop and implement strategies that address the unique challenges faced by EAL students, promoting their academic success and social integration.
●Provide guidance and support to the EAL team, ensuring that interventions are effective and aligned with the school's inclusion policies.
●Work with the Admissions Team to assess prospective students with additional learning needs, ensuring fair and informed enrollment decisions.
●Provide recommendations on appropriate accommodations and support to ensure a smooth transition for newly admitted students.
●Support the development of inclusive admissions policies, ensuring compliance with equity and accessibility standards.
●Ensure compliance with the Joint Council for Qualifications (JCQ) guidelines for access arrangements, facilitating fair access to assessments for eligible students.
●Implement the International Baccalaureate (IB) Diploma Programme (DP) access and inclusion policies, ensuring that students with specific needs receive appropriate support during assessments.
●Coordinate the assessment and documentation processes required to secure access arrangements, maintaining accurate records and liaising with examination bodies as necessary.
●Lead and mentor the Inclusion Team, School Social Worker, School Counsellor, and Head of EAL and Multilingualism, ensuring all staff are trained, supported, and equipped to implement inclusive strategies in their teaching.
●Conduct regular performance appraisals, offering constructive feedback and professional development opportunities.
●Work closely with teachers, heads of departments, and leadership teams to embed inclusive teaching and learning practices.
●Act as the main point of contact for parents regarding their child’s learning needs, fostering strong home-school partnerships.
●Coordinate multi-agency approaches, liaising with external specialists (e.g., educational psychologists, speech and occupational therapists, SEN advisors) for enhanced student support.
●Ensure students with additional learning needs receive appropriate mental health and wellbeing support, working closely with the school counsellor, social worker, and safeguarding team.
●Monitor student wellbeing, ensuring that interventions are in place for students at risk of disengagement, exclusion, or emotional difficulties.
●Provide staff training on mental health awareness, ensuring that early identification and intervention strategies are embedded in daily practice.
●Use assessment data, student progress records, and teacher feedback to evaluate the effectiveness of intervention programs.
●Report regularly to the Principal and Governing Body, providing insights into the progress of students on the SEN register.
●Ensure robust tracking and reporting mechanisms to monitor student outcomes, intervention effectiveness, and compliance.
Staff Development, ECA & Cover
●Attends and participates fully, in Staff Development, staff meetings and briefings as set
●Provides cover for absent colleagues as and when necessary
●Contributes to the extra-curricular activity program to enrich the school experience for the students as reasonably directed by the SLT and ECA Coordinator
Personal and Professional Conduct
All staff are expected to demonstrate consistently high standards of personal and professional conduct. Staff must maintain high standards of ethics and behaviour, within and outside school, by:
●Treating students with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position
●Having regard for the need to safeguard students’ well-being
●Showing tolerance of and respect for the rights of others
●Not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs
●Ensuring that personal beliefs are not expressed in ways which exploit students’ vulnerability or might lead them to break the law