SEND Inclusion Base Lead

Aston Academy, Sheffield, South Yorkshire, S26 4SF

11 days remaining to apply

• Closing date

  10 July 2026 at 9am

• Date listed

  29 June 2026

Job details

• Job role:
  • Teaching assistant
• Visa sponsorship: Visas cannot be sponsored
• Working pattern: Full time
• Contract type: Permanent
• Full-time equivalent salary: £34,634.00 - £36,951.00 Annually (Actual) Band I points 28-31 (£39,152 - £41,771 FTE)

SEND Inclusion Base Lead job summary

Aston Community Education Trust are a forward thinking and ambitious multi-academy trust, comprising of three secondary and nine primary academies across the Rotherham, Sheffield and North Derbyshire areas.

We are seeking to appoint an enthusiastic, conscientious and experienced SEND Inclusion Base Lead, to work as part of our SEND Leadership Team, to develop and grow our SEND Base provision which will serve students in key stage 4 from our three secondary academy settings consisting of Shirebrook, Aston and Swinton academy.

The Base will provide 20 places from September with the opportunity to expand over time. This is an exciting and unique opportunity, and the successful candidate will have the opportunity to influence the development of the provision while working closely with RMBC who will be co-producing the provision with ACET Inclusion leaders.

The purpose of this is role is to provide bespoke curriculum provision and support for pupils who require an alternative learning environment and curriculum pathway. We are looking for an experienced leader and teacher who has the passion and expertise in supporting pupils with a range of additional needs, particularly Social, Emotional and Mental Health and Cognition and Learning.

The SEND Inclusion Base Lead will manage and lead a team consisting of teachers, an Alternative Pathway Manager, an Alternative Pathway Co-Ordinator, a Learning Counsellor/ Learning Mentor and support staff in the SEND Inclusion Base area of the academy. The SEND Inclusion Base Lead will be expected to drive the provision whilst supporting all staff to ensure the highest quality offer and delivery. 

The SEND Inclusion Base Lead would have responsibility for the organisational management of the Base, such as admissions, consultations, liaison with the Local Authority, regular communication with Host Academies and professionals, to support the statutory annual review cycle. As a member of the SEND Leadership Team, the successful candidate will be invited to join leadership meetings to ensure it becomes integral to the provision of the whole academy.  They will be expected to model a commitment to the wider development of the academy and to be a role model in their professional attitude and conduct.

This is a new role and is a key appointment in developing aspirational and innovative provision for SEND learners from across our Trust. The role is based at Aston Academy and will involve working collaboratively with other academies across the trust. If you are looking for an exciting new role and believe all challenges can be overcome, then you are warmly encouraged to pursue an application with us. We would also welcome you if you would like to visit us. If you have any questions or wish to visit, then please contact - Katy.wright@astoncetrust.org

Key Responsibilities and Duties

Leadership and Teaching

• Support and co-ordinate a team within the SEND Inclusion Base, guiding staff to deliver high-quality SEND support.
• Efficiently manage the day-to-day operation of the SEND Inclusion Base, including pupil care and staff coordination.
• Lead targeted activities, interventions, and learning opportunities for groups and individual pupils within the SEND Inclusion Base based on the assess, plan do review model.
• Collaborate closely with the SENDCo and class teachers to support effective delivery of support and delivery of quality first teaching.
• Work with the Alternative Pathway Co-ordinator to assist class teachers in delivering an adapted, engaging, and effective curriculum tailored to pupils’ needs.
• Support teachers to design and create engaging, differentiated resources and activities to enhance learning outcomes.
• Liaise with other professionals, including attending meetings within the academy and with outside agencies, as appropriate.
• Play an active role in safeguarding children and adhere to the academy policies.
• Have strong organisational skills, with the ability to prioritise workload, manage competing demands, and maintain accurate records.
• Liaise with Host academy leaders, school staff, including the Designated Safeguarding Lead, and other professionals as appropriate to ensure the effective operation of the service.
• Attend meetings and briefings as required and to provide an evidenced based graduated response.
• Promote a caring and supportive environment where concerns can be explored, thereby promoting mental and emotional health.
• Liaise with relevant staff within the academy, making them aware of problems experienced by students and to make recommendations as to how these may be managed/resolved, as appropriate.

Assessment and Monitoring

• Promote the highest academic expectations for all students.
• Work with teachers and utilise the school’s established assessment systems to monitor pupil progress rigorously.
• Maintain detailed observation records and provide timely, constructive feedback to SEND leaders and the host academies.
• Support the implementation and review of targeted SEND plans, working in partnership with Alternative Provision manager and Co-ordinator, external professionals and families to provide holistic support.

Unit Management and Pastoral Care

• Support the safe, calm, and smooth running of the SEND Inclusion Base, ensuring it remains a positive and inclusive space.
• Demonstrate a deep understanding of SEND needs, including strategies for adaptation, co-regulation, and personalised learning.
• Foster a classroom culture that encourages self-advocacy, emotional regulation, and positive peer relationships.
• Manage the day-to-day care and support for pupils, including co-regulation strategies, medical needs, and personal care, with empathy and professionalism.

Professional Collaboration and Development

• Demonstrate patience, empathy, and a positive outlook to foster trusting relationships with pupils and colleagues.
• Participate actively in relevant professional development opportunities to enhance personal knowledge and skills.
• Work collaboratively with academy staff to share best practice and contribute to whole school SEND provision.
• Model high levels of professionalism, empathy, and positivity in all interactions with pupils, colleagues, families, and external agencies.

Professional Development

Aston Community Education Trust is committed to the continuous professional growth of its staff. The SEND Inclusion Base Lead will have access to:

• Ongoing training tailored to SEND best practises and specialist interventions.
• Opportunities to engage in collaborative learning with colleagues across the school and trust networks.
• Support for accredited professional qualifications and development.

Safeguarding

ACET is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.

All applicants should read our safeguarding Policy and Safer Recruitment Policy, which are available on the ‘policy’ section of our academy websites.

It is an offence to seek employment in regulated activity if you are barred from working with children. This post will involve regular contact with children and therefore is exempt from the Rehabilitation of Offenders Act 1974. Applicants are therefore not entitled to withhold information about convictions, cautions or bind-over orders which for any other purposes are “spent” under the provisions of the Act. Any information that is “protected” under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975 will not appear on a DBS certificate and does not need to be declared. Guidance on this can be found at https://www.gov.uk/government/publications/new-guidance-on-the-rehabilitation-of-offenders-act-1974

Successful candidates will be subject to a DBS check at the appropriate level. Shortlisted candidates will be asked to complete a self-declaration related to their criminal record or any information that would make them unsuitable to work with children. Additional checks in relation to the Childcare Disqualification Regulations will be undertaken for successful candidates to junior academies. If you have lived or worked outside of the UK, additional information may be required from you to satisfy safer recruitment checks.

Equality

ACET is committed to ensuring equality of opportunity throughout the recruitment process. We welcome and encourage applications from people of all backgrounds, and your application will be assessed purely on your ability to do the job.

We undertake to make any ‘reasonable adjustments’ to a job or workplace to counteract any disadvantages a disabled person may face. Where required, we will make reasonable adjustments to the selection process for an applicant with a disability.

Further information about the job

The candidate will be required to undergo a full enhanced DBS check and must be eligible to work in the UK.

Visas cannot be sponsored.

If you're interested in teaching or training to teach in England as an international citizen, we can help you understand your next steps.

Commitment to safeguarding

Our organisation is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults. We expect all staff, volunteers and trustees to share this commitment.

Our recruitment process follows the keeping children safe in education guidance.

Offers of employment may be subject to the following checks (where relevant):
childcare disqualification
Disclosure and Barring Service (DBS)
medical
online and social media
prohibition from teaching
right to work
satisfactory references
suitability to work with children

You must tell us about any unspent conviction, cautions, reprimands or warnings under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975.

Applying for the job

This school accepts applications through their own website, where you may also find more information about this job.

CVs will not be accepted for this application.

About Aston Academy

• School type: Academy, ages 11 to 18
• Education phase: Secondary school
• School size: 1508 pupils enrolled
• Age range: 11 to 18
• Ofsted report: View Ofsted report
• School website: Aston Academy website
• See more jobs: teaching-vacancies.service.gov.uk/organisations/aston-academy

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