Operational Behaviour Lead

Post: Operational Behaviour Lead

Responsible to: Head Teachers

Post Title: Operational Behaviour Lead

Post Location: Aspire Academy, South Gipsy Road, Welling DA16 1JB

Position Status: Term Time Only

Contractual Hours:  37 Hours per week

8.30am-4:00 pm – Monday, Wednesday, Thursday Friday  8.30am-4.30pm – Tuesday

Contractual Weeks:  Term Time (39 weeks per year)

Salary: From £30,176 to £38,721 actual (£40,067 to £44,222)

Post Start Date: Sept 2025 or as soon as possible

Closing Date: Monday 1st June

Interview Dates: Week beginning Monday 8th June

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Visits to the school strongly encouraged.

For further information or to book a visit please contact Head Teachers heather.hopkins@aspire.lseat.org.uk  or Julie.arkwright@aspire.lseat.org.uk 

Welcome to Aspire Academy

We are a small, specialist primary school in Bexley, providing a nurturing and supportive environment for children aged 5–11 with social, emotional and mental health (SEMH) needs.

Aspire Academy is a unique and rewarding school to work in where no two days are ever the same!

We recognise that every child is unique, which is why we take a holistic approach to their education and wellbeing. Our dedicated team works closely with families and supporting agencies to help pupils develop confidence and essential life skills. Through high quality teaching and learning, therapeutic interventions and a focus on personal development, we support every child to progress successfully onto the next stage of their education and their lives.

We are proud to be rated Good by Ofsted, with Outstanding recognition for Behaviour and Attitudes, as well as Personal Development. This reflects our commitment to ensuring every child is encouraged and inspired - enabling them to reach their full potential.

Main purpose of the job:

The Operational Behaviour Lead will provide strategic and operational leadership for behaviour across the school, ensuring a consistent, trauma‑informed approach that enables pupils with SEMH needs to engage positively in learning.

The postholder will work closely with the Senior Leadership Team (SLT) to drive whole‑school behaviour strategy, support staff in managing behaviour effectively within classrooms, oversee behaviour interventions, and lead on behaviour data analysis to inform practice, provision, and reintegration planning.

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Key responsibilites of the job holder:

To contribute to the development and improvement of pupils’ participation in learning and Academy life.

• Lead the development, implementation and review of the school’s behaviour strategy, ensuring alignment with the school’s SEMH ethos and trauma‑informed practice.

• Contribute to whole‑school improvement planning, particularly in relation to behaviour, attendance, exclusions, and reintegration.

• Use behaviour data to identify patterns, trends and priorities, supporting evidence‑based decision making at SLT level.

• Ensure behaviour systems are consistent, relational and developmentally appropriate for primary‑aged pupils with SEMH needs.

• Model high expectations of behaviour and emotional regulation across all areas of the school.
  

​Behaviour Data, Monitoring and Analysis

• Oversee the collection, monitoring and analysis of behaviour data, including incidents, patterns, triggers, exclusion data and intervention outcomes.

• Produce regular behaviour reports for SLT, governors (where appropriate), and external professionals.

• Use data to evaluate the impact of behaviour interventions, inform staff support, and guide reintegration planning following exclusions.

• Ensure accurate recording and tracking in line with school policies and statutory requirements.

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Supporting Staff with Behaviour Management

• Provide in‑class support, coaching and modelling to staff to strengthen behaviour management practice.

• Support teachers and support staff in implementing trauma‑informed, de‑escalation and regulation strategies.

• Lead reflective practice discussions following incidents to support staff confidence and consistency.

• Work proactively with staff to develop individual behaviour support plans and risk assessments.
  

Trauma‑Informed and Relational Practice

• Champion a trauma‑informed, attachment‑aware approach to behaviour across the school.

• Ensure behaviour responses focus on regulation, relationships and restoration, rather than punishment.

• Support staff to understand pupils’ SEMH needs, adverse experiences, and emotional regulation profiles.

• Liaise with external professionals (e.g. therapists, educational psychologists) where appropriate to inform practice.

Liaison with Senior Leadership Team (SLT)

• Work in close partnership with SLT to plan, review and adapt behaviour provision.

• Attend SLT and inclusion meetings as required to contribute specialist behaviour insight.

• Advise SLT on behaviour policy development, exclusions, managed moves and reintegration processes.

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Parent and Carer Liaison

• Act as a key point of contact for parents/carers regarding behaviour concerns and progress.

• Lead and attend parent meetings, particularly those relating to behaviour, exclusions, and reintegration planning.

• Support reintegration following fixed‑term exclusions, ensuring plans are clear, supportive and monitored.

• Build positive, trusting relationships with families to promote consistency between home and school.

Behaviour Learning Mentor Team Leadership

• Line manage and support a team of Behaviour Learning Mentors, ensuring clarity of roles and expectations.

• Coordinate deployment of mentors across the school in response to need.

• Provide supervision, coaching and professional development for the team.

• Ensure mentoring interventions are purposeful, time‑limited and evaluated for impact.

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Behaviour Interventions

• Design, implement and oversee targeted behaviour and emotional regulation interventions.

• Monitor intervention effectiveness and adapt provision as needed.

• Ensure interventions support pupils’ reintegration into learning and development of self‑regulation skills.

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Team Teach and Physical Intervention Leadership

• Act as Team Teach Tutor/Lead for the school.

• Deliver Team Teach training and refreshers to staff.

• Monitor and review physical intervention use, ensuring practice is lawful, proportionate and recorded appropriately.

• Support staff following incidents involving physical intervention.

General

1. To work across the Academy as directed by the Senior Leadership Team.

2. To promote a high level of safeguarding understanding for all pupils.

3. To carry out the duties and responsibilities of the post in accordance with Aspire  Academy policies and relevant to health and safety guidance and legislation.

4. To use IT systems as required to carry out the duties of the post in the most effective manner.

5. To participate in performance management and undertake training and professional development as appropriate.

6. To undertake other duties appropriate to the post that may reasonably be required by SLT.

7. To ensure that all services within the areas of responsibility are provided in accordance with Aspire Academy’s commitment to high quality provision.

8. At all times carry out the responsibilities of the post with regard to Aspire Academy Equal opportunity policies.

9. Attend school-based meetings and complete relevant administrative tasks.

10.  Be physically fit and prepared to undertake positive handling training with all staff as required by the SLT.

11.  Be prepared to use, and support other staff, using positive handling techniques as a last resort in conflict management.

The scope of this profile reflects the needs of the Academy at the present time; it is not intended to be a fully inclusive or exhaustive list. The post holder may therefore be expected to work flexibly and perform such other duties other than those given in the job description.

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The particular duties and responsibilities attached to the post may vary from time to time without changing the general character of the duties or the level of responsibility entailed. The profile will be subject to continuous review as the needs and requirements of the Academy change over time.