Inclusion & Barriers to Learning Lead

EIAT is a thriving Multi Academy Trust in North Birmingham incorporating Wilson Stuart School, Mayfield School, Queensbury School, The Hive College, Lime Tree Nursery and Blue Sky Nursery. We strive to share best practice and work in cohesive, collaborative and innovative ways. Our ethos is 'Better Never Ends'.

As part of responding to our continued growth, increased complexity of need and rising SEND Tribunal activity linked to overcrowding pressures, we are recruiting for the role of an Inclusion and Barriers to Learning Lead (TLR 2:2).

Teaching Commitment

Minimum of 60% classroom teaching, maintaining consistently high‑quality teaching practice alongside leadership responsibilities.

Responsible for

Strategic inclusion and barrier removal, SEND Tribunal coordination and representation, Looked After Children (Designated Teacher role), and Work Experience across KS3, KS4 and KS5.

Purpose of the Role

The Inclusion and Barriers to Learning Lead provides strategic middle leadership while maintaining high‑quality classroom practice. The postholder leads the identification and removal of barriers to learning, ensures equitable access to education, and represents the school in SEND Tribunals through robust written and oral evidence. The role strengthens leadership capacity in a growing and overcrowded school while retaining direct impact on pupils through teaching.

Key Responsibilities

Teaching & Learning

Maintain a minimum of 60% classroom teaching, modelling high‑quality, inclusive teaching practice.

Ensure teaching practice reflects pupils’ identified needs, supports progress and removes barriers to learning.

Use assessment and classroom evidence to inform both individual practice and whole‑school inclusion strategies.

Contribute to the development of teaching practice across the school through professional dialogue and example.

Strategic Inclusion & Barriers to Learning

Lead the identification, analysis and removal of systemic, cohort‑specific and individual barriers to learning, ensuring pupils can access an efficient and appropriate education.

Work with senior leaders, middle leaders and staff teams to implement evidence‑based inclusive strategies aligned with the SEND Code of Practice.

Monitor and evaluate the impact of inclusion approaches and adjust practice where barriers persist.

Contribute to whole‑school self‑evaluation and improvement planning in relation to inclusion and vulnerable learners.

SEND Tribunals & Legal Processes

Act as the school’s designated lead for SEND Tribunal cases, coordinating responses within statutory timescales.

Prepare, quality‑assure and submit formal school witness statements, written evidence and supporting documentation that accurately reflect provision, capacity, resources and impact.

Attend SEND Tribunal hearings as required, presenting clear, factual and professional oral evidence on behalf of the school.

Work with the Local Authority, legal representatives and internal colleagues to ensure tribunal responses are consistent, defensible and evidence‑based.

Analyse tribunal trends to inform strategic planning, capacity management and risk mitigation, including issues arising from overcrowding.

Looked After Children (Statutory Responsibility)

Fulfil the statutory role of Designated Teacher for Looked After Children, ensuring that barriers to learning, engagement and participation are identified and addressed.

Oversee the quality and implementation of Personal Education Plans (PEPs), ensuring alignment with EHCP provision and inclusion priorities.

Work collaboratively with Virtual School Heads, social workers, carers and staff to support improved outcomes for Looked After Children.

Work Experience & Preparation for Adulthood

Lead the coordination and development of work experience provision for KS3, KS4 and KS5 pupils, ensuring inclusive access.

Ensure placements are planned, personalised and risk‑assessed, taking account of pupils’ needs and potential barriers.

Work with staff, families, employers and external agencies to strengthen preparation for adulthood outcomes, including employability and independence.

Monitor participation and impact, using evaluative evidence to improve provision.

Leadership, Collaboration & Accountability

Provide professional guidance to staff on inclusion, barrier removal and tribunal‑related evidence.

Contribute to leadership discussions on school capacity, admissions pressures and efficient education.

Ensure all work aligns with statutory guidance, Trust policies and professional standards.

Exercise delegated authority as appropriate, escalating risk or significant issues in a timely manner