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Family Partnership and Inclusion Lead
Southfield School
Source: UK Teaching Vacancies API · original listing ↗
Source date: 11/9/2026
About this role
Working alongside the SENCO The school’s existing SENCO retains leadership of SEND provision, SEND assessment and review systems, EHCP processes and SEND policy. This post leads family partnership, complex cases and coordinates agreed inclusion and family-support actions. It contributes family insight and practical support to SEND work under agreed arrangements with the SENCO; it is not a second SENCO appointment. For shared cases, the SENCO and postholder will agree who leads each meeting, communicates with the family and follows up actions, so that families receive consistent advice and know whom to contact. Approach to families Listen without judgement, recognise families’ expertise about their children and communicate with warmth, clarity and respect. Build trust through reliable follow-up, accessible communication and honest explanations of professional responsibilities and confidentiality . Main Responsibilities / Job Description Family partnership and engagement Provide a welcoming and accessible point of contact for parents and carers, with clear arrangements for meetings, communication and follow-up. Build sustained relationships with families, especially those experiencing barriers to engagement or who have found working with services difficult. Help families understand school processes, support options and agreed plans. Support parents to prepare for meetings and express their views and signpost independent advice where appropriate. Plan, run and support parent workshops, information sessions and parent working groups, providing purposeful opportunities for families to contribute feedback and ideas. Adapt communication to language, literacy, disability and practical needs. Support constructive conversations when concerns arise, helping staff and families reach a shared understanding. Follow the school’s complaints procedure where concerns require formal consideration. Complex case coordination and early help Coordinate an agreed caseload of pupils and families requiring support across home, school and other services. Prioritise cases with the line manager and review capacity regularly. Bring together the child’s voice, family knowledge and professional advice to agree practical support plans with clear outcomes, named responsibilities and review dates. Organise and lead family support and inclusion meetings within the agreed remit. Record decisions, follow up actions and escalate delays, unmet needs or increasing concerns. Coordinate early help with families and relevant partners, seeking consent where appropriate and explaining when information must be shared to protect a child. Make or support referrals within professional competence and school procedures. Liaise with health, social care, local authority and community services and track agreed follow-up. Undertake home visits where appropriate, following school risk-assessment and lone-working procedures. Maintain clear professional boundaries and access supervision. Inclusion and access to learning Work with the SENCO and teachers to identify practical, social, emotional and family-related barriers to learning and participation and coordinate agreed responses. Support implementation of agreed adjustments and professional recommendations, raising difficulties with the SENCO or relevant leader. Teachers retain responsibility for teaching and pupil progress. Contribute family and pupil views to SEND reviews and EHCP meetings. Support families before and after meetings and follow up allocated actions; the SENCO retains oversight of SEND and EHCP processes. Contribute to consultations and tribunals, working with relevant colleagues within the agreed remit. Work with staff to support pupils’ wellbeing, independence, relationships and access to school activities. Seek specialist advice where needs exceed the postholder’s expertise. Oversee and coordinate the external professionals working with pupils and families, in agreement with the SENCO. Ensure clear communication and coordinated support, avoiding duplicate or conflicting plans. Attendance and transition Work alongside the attendance team to understand absence associated with additional needs, health, anxiety or family circumstances, and agree supportive actions with families. Contribute to individual attendance and reintegration plans, including agreed adjustments and regular reviews. Escalate unresolved barriers through school procedures. Oversee Year 6 transition and the transition of new pupils to Southfield. Support transitions between classes and to the next setting, coordinating family contact, visits and practical preparation with the relevant staff. Help families understand transition arrangements and ensure relevant information and agreed support are passed on appropriately. Safeguarding, records and professional practice Promote pupil welfare, recognise safeguarding concerns and act promptly in accordance with school policy and current Keeping Children Safe in Education guidance. Work closely with the Designated Safeguarding Lead (DSL), sharing concerns and contributing to multi-agency meetings and plans as appropriate. Maintain timely, accurate and secure records of contacts, plans, referrals, actions and outcomes. Explain confidentiality and its limits, share information appropriately through agreed systems. If formally appointed as a Deputy DSL, undertake the required training and carry out the agreed deputy duties. The DSL retains ultimate lead responsibility. Deputy status and duties must be confirmed before appointment. Follow equality, health and safety, data protection and professional conduct policies. Seek supervision and escalate concerns about risk, workload or unmet need. Leadership and evaluation Contribute family partnership and inclusion priorities to school improvement planning and relevant leadership meetings. Lead and develop any staff formally allocated to the post. Share practical advice and training with staff on family engagement, coordinated support and inclusive participation, working with the SENCO on SEND-related content. Promote Southfield School and its staff’s skills and expertise by leading, planning and running courses for external participants, including working with Alban Teaching Hub. Report to leaders and governors on family engagement, progress towards support-plan outcomes, attendance barriers and transitions, preserving confidentiality. Evaluate impact through family and pupil feedback, action completion and evidence of improved access, participation and wellbeing; use findings to improve support.