Head of Inclusion

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

1. 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.
2. Treat everyone with care and respect. We look after one another, embrace similarities and differences and promote the well-being of self and others.
3. 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.
4. Are financially responsible. We make financial choices carefully based on the needs of the children, students and our schools.
5. Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement.

Head of Inclusion Key Responsibilities

Strategic Leadership & Compliance

● 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.

Student Support & Intervention

● 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.

Collaboration with EAL Team

● 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.

Admissions & Enrollment Support

● 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.

Access Arrangements for Examinations

● 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.

Line Management & Staff Development

● 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.

Mental Health & Safeguarding

● 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.

Data Analysis & Reporting

● 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

● Attend and participate fully in Staff Development, staff meetings and briefings as set.

● Provide cover for absent colleagues as and when necessary.

● Contribute 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:

1. Treating students with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position.
2. Having regard for the need to safeguard students’ well-being.
3. Showing tolerance of and respect for the rights of others.
4. 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.
5. Ensuring that personal beliefs are not expressed in ways which exploit students’ vulnerability or might lead them to break the law.
6. Staff must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.
7. Staff must have an understanding of, and always act within, the cultural expectations of UAE and the policies and expectations of the school which set out their professional duties and responsibilities.

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

Employees will be expected to comply with any reasonable request from a manager to undertake work of a similar level that is not specified in this job description.

Employees are expected to be courteous to colleagues and provide a welcoming environment to visitors and telephone callers.

Skills, Qualifications and Experience

Minimum Educational Qualifications Required for the Role

● A Bachelor’s degree (QFE 7) in Special Education, Education, Psychology, or a related field.

Minimum Years of Experience Required

● Minimum two years of experience as an Inclusion Teacher or in an inclusion-related leadership role (e.g., SEN Coordinator, Head of Inclusion, or Special Needs Director).

Other Requirements

Knowledge

● Awareness of the British curriculum and assessment methods to support inclusive education and student wellbeing.

● Expertise in inclusive education strategies, SEN interventions, and differentiation techniques.

● Understanding of assessment methods and how to tailor support for students with additional learning needs.

● Familiarity with JCQ and IBDP access arrangements, ADEK eSIS ALN module requirements, and local/international inclusion regulations.

● Strong understanding of safeguarding, child protection, and school mental health policies.

Skills

● Excellent communication, organisation, and problem-solving skills.

● Strong interpersonal skills, including tact, patience, and the ability to work collaboratively.

● Leadership, coaching, and team management.

● Effective advocacy for inclusion and student wellbeing.

● Data analysis and intervention evaluation to assess program effectiveness.

● High IT competency for documentation, reporting, and virtual support where necessary.

● Proficiency in English (mandatory); additional Arabic language skills are an advantage.

Personal Attributes

● Empathy and active listening skills to understand student and staff needs.

● Cultural awareness and sensitivity to diverse student backgrounds.

● Ability to maintain confidentiality and handle sensitive issues professionally.

● Passionate about inclusive education and fostering student success.

● Solution-focused and committed to continuous improvement.

● Organised with a proven ability to meet deadlines and manage competing priorities.

● Reliable, detail-oriented, and committed to high standards.

● Critical thinker with strong problem-solving skills.

● Commitment to safeguarding and ensuring the welfare of all children as a top priority.

ISP Commitment to Safeguarding Principles

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

All post holders are subject to appropriate vetting procedures, including an online due diligence search, references and satisfactory Criminal Background Checks or equivalent covering the previous 10 years’ employment history.

ISP Commitment to Diversity, Equity, Inclusion, and Belonging

ISP is committed to strengthening our inclusive culture by identifying, hiring, developing, and retaining high-performing teammates regardless of gender, age, disability status, neurodivergence, socio-economic background or other demographic characteristics. Candidates who share our vision and principles and are interested in contributing to the success of ISP through this role are strongly encouraged to apply.