0.4 FTE SEN Teacher
George Hastwell School Special Academy, Barrow-in-Furness, Cumbria, LA14 3LWThis job expired on 7 October 2019 – see similar jobs
Job start date
28 October 2019
Closing date
7 October 2019 at 1am
Date listed
10 September 2019
Job details
Job role
Visa sponsorship
- Visas cannot be sponsored
Working pattern
Full-time equivalent salary
- Main pay range 1 to Upper pay range 3, £23,720 to £39,406 per year (full-time equivalent)
Additional allowances
SEN allowence
0.4 FTE SEN Teacher job summary
SEN Teacher
Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils.
A Teacher must
1. SET HIGH EXPECTATIONS WHICH INSPIRE, MOTIVATE AND CHALLENGE PUPILS.
• establish a safe and stimulating environment for pupils, rooted in mutual respect
• set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
• demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.
2. PROMOTE GOOD PROGRESS AND OUTCOMES BY PUPILS
• be accountable for pupils’ attainment, progress and outcomes
• be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these
• guide pupils to reflect on the progress they have made and their emerging needs
• demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
• encourage pupils to take a responsible and conscientious attitude to their own work and study.
3. DEMONSTRATE GOOD SUBJECT AND CURRICULUM KNOWLEDGE
• have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings
• demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship
• demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject
• if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
• if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.
4. PLAN AND TEACH WELL STRUCTURED LESSONS
• impart knowledge and develop understanding through effective use of lesson time
• promote a love of learning and children’s intellectual curiosity
• set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired
• reflect systematically on the effectiveness of lessons and approaches to teaching
• contribute to the design and provision of an engaging curriculum within the relevant subject area(s).
5. ADAPT TEACHING TO RESPOND TO THE STRENGTHS AND NEEDS OF ALL PUPILS
• know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
• have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
• demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development
• have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.
6. MAKE ACCURATE AND PRODUCTIVE USE OF ASSESSMENT
• know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements
• make use of formative and summative assessment to secure pupils’ progress
• use relevant data to monitor progress, set targets, and plan subsequent lessons
• give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.
7. MANAGE BEHAVIOUR EFFECTIVELY TO ENSURE A GOOD AND SAFE LEARNING ENVIRONMENT
• have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy
• have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
• manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them
• maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.
8. FULFIL WIDER PROFESSIONAL RESPONSIBILITIES
• make a positive contribution to the wider life and ethos of the school
• develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support
• deploy, manage and support classroom staff, students and volunteers effectively
• take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues
• communicate effectively with parents with regard to pupils’ achievements and well-being.
PERSONAL AND PROFESSIONAL CONDUCT
A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.
Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:
• treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position
• having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions
• showing tolerance of and respect for the rights of others
• 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
• ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.
Teachers 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.
Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.
The Teachers’ Standards may be found on the DfE website: www.education.gov.uk/publications
At George Hastwell School, all teachers receive an annual SEN allowance as they work solely with pupils who have special educational needs.
This specifically involves
• Preparation and evaluation of termly IEPs drawn from EHCP outcomes
• Preparation of documentation for EHCP reviews and attendance at EHCP review meetings
• Attendance at other meetings related to individual pupils where necessary – e.g. Child in Need meetings, Early Help meetings
• Preparation and evaluation of Behaviour Management Plans in conjunction with colleagues
• Producing an annual report for each assigned pupil.
• Planning lessons and sequences of lessons using the school’s curriculum framework and medium term, or other agreed, planning system
• Preparation of short term planning using the school’s agreed format
• Entering performance data onto the school’s online assessment system
• Attendance at weekly teachers’ meetings
• Awareness of the needs of all students within the class
• Acting as leader for a specified subject area or contributing to a subject team
• Ensuring alternative communication means are utilised effectively for students who need this
• Oversight and ensuring implementation of health care plans, therapy programmes and moving and handling plans for specific students
• Liaising with parents and other professionals with regard to progress and concerns
• Pastoral responsibility for the well-being of students throughout the school day
• Effective management of the team of teaching assistants assigned to the class
Commitment to safeguarding
Our organisation is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults. We expect all staff, volunteers and trustees to share this commitment.
Our recruitment process follows the keeping children safe in education guidance.
Offers of employment may be subject to the following checks (where relevant):
childcare disqualification
Disclosure and Barring Service (DBS)
medical
online and social media
prohibition from teaching
right to work
satisfactory references
suitability to work with children
You must tell us about any unspent conviction, cautions, reprimands or warnings under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975.
About George Hastwell School Special Academy
- School type
- Academy, ages 3 to 19
- School size
- 87 pupils enrolled
- Age range
- 3 to 19
- Ofsted report
- View Ofsted report (opens in new tab)
- Email address
- applications@queenkatherine.org
School location
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