Reintegration Lead

Are you passionate about working with young people? Do you want to work in a vibrant, multi-faith, multicultural school that is founded on mutual trust and respect? Are you excited by the prospect of helping complex learners, including those with SEMH and challenging behaviour to have a more successful future? Do you want to be part of a collaborative team that is dedicated to raising standards and unlocking the potential of every child? If so, then we want to hear from you! The Role: We are seeking an Internal Suspension, Reset & Reintegration Lead who is passionate and dedicated to coach and develop positive behaviour in our amazing students, some of whom need extra support and targeted interventions. A previous role in alternative provision, the military or police, or experience of supporting students with SEMH and challenging behaviour, would be useful but is not a requirement. You will be based in our Internal Suspension space – ‘Reflection’. We utilise a therapeutic and solution focussed approach to behaviour at Holy Trinity and here you will support students to reset their behaviour and return to mainstream lessons. Key Responsibilities: Co-ordinate and deliver interventions, behaviour management strategies and facilitate the restorative process in the Reflection Room Work with SLT, Year Leads and attendance to identify disengagement and behaviour issues and to implement intervention strategies. Help support students in returning to mainstream lessons. Liaise with colleagues to ensure suitable work is undertaken by students in the Reflection Room Monitor and report on students out of class Liaise with parents/carers on behavioural issues, as necessary, under the direction of the Assistant Headteacher (Behaviour and Culture) Track and monitor behavior incidents during the school day Support the administration of Internal Suspension paperwork under the direction of the Assistant Head (Behaviour and Culture) Liaise with parents/carers on behavioural issues Essential Qualifications and Experience: Experience working with secondary age students An interest in barriers that affect young people and a restorative/trauma-informed approach to working with children Resilience and an ability to remain calm whilst dealing with students who may be dysregulated or present challenging behaviour Excellent communication and interpersonal skills. An understanding and appreciation of the school’s Christian ethos and values.