Autism Support and Interventions Lead

Greenshaw Learning Trust is a highly successful multi academy trust that provides excellent quality, comprehensive, non-selective and inclusive education through primary schools and secondary schools. Our schools are based in London, Surrey, Berkshire, Gloucestershire and South Gloucestershire, Bristol and Plymouth. We also have three shared service hubs with remote / hybrid working opportunities where appropriate. We are building a family of like-minded schools that collaborate to provide mutual support, share their good practice and learn from each other, whilst retaining and developing their own distinctive character. We thrive from collaboration at every level. We encourage a culture of sharing ideas and learning from one another. As a Trust of schools, we are ‘Always Learning’.

This is an excellent opportunity for a highly motivated and experienced practitioner to join our dedicated team as Autism Support and Interventions Lead. The successful candidate will play a pivotal role in enhancing the educational experience of our autistic students across the school, in partnership with the SENCo and the Inclusion team. You will work closely with the SENCo to create and implement a strategic plan that fosters an inclusive and supportive environment for all learners, particularly those diagnosed with autism. For the right candidate, this is a fantastic opportunity to make a significant impact on the lives of our autistic students.

The Autism Support and Interventions Lead will report to the SENCo.

Main Responsibilities 

The main duties and responsibilities will include:

• Creating a comprehensive plan to support autistic students in alignment with the school’s overall strategy for SEND informed by relevant school, local and national data;
• Developing and reviewing policies and procedures related to the support of autistic students;
• Providing training and professional development to staff on autism awareness, inclusion and effective strategies to support the needs of autistic students;
• Taking responsibility for a specific cohort of students with autism, managing the requirements of their SEND Support Plans or EHCPs, carrying out reviews and liaising with parents, teaching and support staff and relevant agencies;
• Contributing to reviews of students, as in the Assess, Plan, Do, Review model stipulated in the SEN Code of Practice (2015);
• Developing and implementing tailored 1:1 and small group intervention programmes to meet the diverse needs of autistic students in Key Stages 3-5;
• Carrying out and reporting on systematic observations and assessments of students to gather evidence of their needs over time;
• Monitoring and reporting on the progress of autistic students and using data to inform timely decision-making, particularly where progress is not being made;
• Building and sustaining relationships with external agencies, such as educational psychologists, speech therapists, and occupational therapists, to ensure a coordinated approach to support for autistic students;
• Planning and coordinating transition for autistic students ensuring students are well prepared for the next phase of their education;
• Promoting the inclusion and acceptance of all students within the school community;
• Line managing and leading appraisal for the Autism Specialist Key Worker;
• Liaising and working closely with the Inclusion, Safeguarding, Senior Leadership, Curriculum, and Pastoral teams to ensure the best quality of support for both students and parents;
• Providing additional nurture to students who may access the Inclusion department throughout the day;
• Contributing to the delivery of access arrangements for pupils with SEND in times of assessments and exams;
• Advising classroom-based staff and non-classroom-based staff on strategies to best support students’ needs across the curriculum and within the school community;
• Keeping the designated Safeguarding Officer informed of concerns relating to safeguarding and/or child protection;
• Undertaking research to support our practice where appropriate and keep up to date with initiatives and research in Autism and Education;
• Liaising with the SENCo to take part in training activities offered by the school to further knowledge and skills.
• Maintaining clear records of sessions for the purpose of continuity and progression in all areas

General Responsibilities:

• Contributing to whole school developments, as appropriate;
• Taking part in appropriate school events throughout the year;
• Responsibility for keeping up to date with the requirements of the role, by attending appropriate INSET and meetings, and keeping abreast of changes in legislation;
• Undertaking any other duties commensurate with the post as may be required by the SENCo, Senior Leadership Team or the Headteacher

Whilst every effort has been made to explain the main duties and responsibilities for the post, each individual task undertaken may not be identified.

The job description, in consultation with the post holder, may be changed by the Headteacher to reflect or anticipate changes in the job commensurate with the grade and job title.