EXPIRED

SEN Teacher (ASD)

Beal High School, Ilford, Essex, IG4 5LP

This job expired on 24 May 2019 – see similar jobs

• Job start date

  1 September 2019

• Closing date

  24 May 2019 at 1am

• Date listed

  26 April 2019

Job details

• Job role:
  • Teacher
• Visa sponsorship: Visas cannot be sponsored
• Working pattern: Full time
• Full-time equivalent salary: Main pay range 1 to Main pay range 6, £27,596 to £38,963
• Additional allowances:

  Beacon Communication School: Autism Provision ; SEN Teacher ; Required September 2019 ; MPS 1-6 ; (Dependent on Experience)

SEN Teacher (ASD) job summary

Beacon Communication School: Autism Provision
SEN Teacher
Required September 2019
MPS 1-6
(Dependent on Experience)

This is an outstanding school. “Exemplary behaviour, mutual respect and a highly inclusive culture are key contributory factors’ (Ofsted 2012)
We are seeking to appoint an exceptional and highly motivated SEN teacher.

Beacon Multi Academy Trust is committed to safeguarding children and the successful applicant will be subject to an enhanced DBS (Disclosure & Barring Service) check.

Application forms can be downloaded from www.bealhighschool.co.uk and submit to beasuccess@beaconacademytrust.co.uk

 
Beacon Communication School

‘A specialist provision for students with Autism and Asperger Syndrome’

Introduction
The Beacon Communication School is a specialist provision for secondary aged students with Social Communication Difficulties including Autism and Asperger Syndrome. We are situated in a purpose built building at Beal High School in the London Borough of Redbridge.
We currently have 50 students on roll and a staff of 20.

Our Aims
• Provide an Autism friendly environment where our students are happy and stimulated.
• Enable students to access mainstream opportunities appropriate to their educational and emotional needs.
• Establish awareness in the wider school community about diversity, so that our students are valued.
• Offer a broad, balanced curriculum that is Autism friendly and emphasises communication, social skills, autonomy and self-advocacy to prepare our students for the opportunities, responsibilities and experiences of adult life.
• All students are linked to a mainstream tutor group and will be timetabled to access appropriate subjects in mainstream
• Students will work towards the ‘Entry level’ and Level 1 qualification. Some students may also access the mainstream school for GCSE and BTEC level 2 qualifications
• Extra-Curricular and Enrichment Activities: We are able to offer students a wide and varied programme of extra-curricular and enrichment activities throughout Key stages 3, 4 and 5. 
Job Description: SEN Teacher Autism Provision (BCS)

This job description is based on the professional standards for Teachers – Core
It is intended to clarify the professional characteristics and expectations that should be maintained by a classroom teacher.

Professional knowledge and understanding

Teaching and Learning. All teachers should:
a. Have a good, up-to-date working knowledge and understanding of a range of teaching, learning and behaviour management strategies in relation to students with: Autism, Aspergers, social communication difficulties and special educational needs.
Know how to personalise learning to provide opportunities for all learners to achieve their potential.
Assessment and monitoring. All teachers should:
b. Know the assessment requirements and arrangements for the subjects/curriculum areas they teach, including those relating to public examinations and qualifications.
c. Know a range of approaches to assessment, including the importance of formative assessment.
d. Know how to use local and national statistical information to evaluate the effectiveness of their teaching, to monitor the progress of those they teach and to raise levels of attainment.
e. Know how to use reports and other sources of external information related to assessment in order to provide learners with accurate and constructive feedback on their strengths, weaknesses, attainment, progress and areas for development, including action plans for improvement.
Subjects and curriculum. All teachers should:
f. Have a secure knowledge and understanding of their subjects/curriculum areas and related pedagogy including: the contribution that their subject/curriculum areas can make to cross-curricular learning; and recent relevant developments.
g. Know and understand the relevant statutory and non-statutory curricula and frameworks, including those provided through the National Strategies, for their subjects/curriculum areas and other relevant initiatives across the age and ability range they teach.
Literacy, Numeracy and ICT. All teachers should:
h. Know how to use skills in literacy, numeracy and ICT to support their teaching and wider professional activities.
Achievement and diversity. All teachers should:
i. Understand how children and young people develop and how the progress, rate of development and well-being of learners are affected by a range of developmental, social, religious, ethnic, cultural and linguistic influences;
j. Know how to make effective personalised provision for those they teach, including those for whom English is an additional language or who have special educational needs or disabilities, and how to take practical account of diversity and promote equality and inclusion in their teaching;
k. Understand the roles of colleagues such as those having specific responsibilities for learners with special educational needs, disabilities and other individual learning needs, and the contributions they can make to the learning, development and well-being of children and young people.
l. Know when to draw on the expertise of colleagues, such as those with responsibility for the safeguarding of children and young people and special educational needs and disabilities, and to refer to sources of information, advice and support from external agencies.

Professional skills:

Planning. All teachers should:
q. Plan for progression across the age and ability range they teach, designing effective learning sequences within lessons and across series of lessons informed by secure subject/curriculum knowledge.
r. Design opportunities for learners to develop their literacy, numeracy, ICT and thinking and learning skills appropriate within their phase and context;
s. Plan, set and assess homework, other out-of–class assignments and coursework for examinations, where appropriate, to sustain learners’ progress and to extend and consolidate their learning.
Teaching. All teachers should:
t. Teach challenging, well-organised lessons and sequences of lessons across the age and ability range they teach in which they:
• Use an appropriate range of teaching strategies and resources, including e-learning, which meet learners’ needs and take practical account of diversity and promote equality and inclusion;
• Build on the prior knowledge and attainment of those they teach in order that learners meet learning objectives and make sustained progress;
• Develop concepts and processes which enable learners to apply new knowledge, understanding and skills;
• Adapt their language to suit the learners they teach, introducing new ideas and concepts clearly, and using explanations, questions, discussions and plenaries effectively
• Manage the learning of individuals, groups and whole classes effectively, modifying their teaching appropriately to suit the stage of the lesson and the needs of the learners.
u. Teach engaging and motivating lessons informed by well-grounded expectations of learners and designed to raise levels of attainment.
Assessing, monitoring and giving feedback. All teachers should:
v. Make effective use of an appropriate range of observation, assessment, monitoring and recording strategies as a basis for setting challenging learning objectives and monitoring learners’ progress and levels of attainment.
x. Provide learners, colleagues, parents and carers with timely, accurate and constructive feedback on learners’ attainment, progress and areas for development.
y. Support and guide learners so that they can reflect on their learning, identify the progress they have made, set positive targets for improvement and become successful independent learners.
z. Use assessment as part of their teaching to diagnose learners’ needs, set realistic and challenging targets for improvement and plan future teaching.
Reviewing teaching and learning. All teachers should:
i. Review the effectiveness of their teaching and its impact on learners’ progress, attainment and well-being, refining their approaches where necessary.
ii. Review the impact of the feedback provided to learners and guide learners on how to improve their attainment.

Learning environment:
iii.
• Create a classroom environment and organisation structures suitable for Autistic learners.
• Establish a purposeful and safe learning environment which complies with current legal requirements, national policies and guidance on the safeguarding and well-being of children and young people so that learns feel secure and sufficiently confident to make an active contribution to learning and to the school.
• Make use of the local arrangements concerning the safeguarding of children and young people.
• Identify and use opportunities to personalise and extend learning through out-of-school contexts where possible making links between in-school learning and learning in out-of-school contexts.
iv. Manage learners’ behaviour utilising the ‘behaviour analysis approach’ and other appropriate autism specific strategies.
v. Promote learners’ self-control, independence and cooperation through developing their social, emotional and behavioural skills.

 

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.

This job post has expired.

About Beal High School

• School type: Academy, ages 11 to 18
• Education phase: Secondary
• School size: 2670 pupils enrolled
• Age range: 11 to 18
• Ofsted report: View Ofsted report (opens in new tab)
• School website: Beal High School website (opens in new tab)
• Email address: beasuccess@beaconacademytrust.co.uk
• See more jobs: teaching-vacancies.service.gov.uk/organisations/beal-high-school-ilford (opens in new tab)

Beal High School is a coeducational secondary school and sixth form with academy status, located in Redbridge, Greater London, England.

The school begins at Year 7 and continues with compulsory schooling through Year 11. Years 12 and 13 form the optional sixth form. In 2014, a business hub and media block were added. The school also has a Communications and Learning Department (CLD Unit) for students on the autistic spectrum.

Beal High School is also the sponsor of The Forest Academy (formerly Hainault Forest High School),[2] and the Beacon Business Innovation Hub (BBIH). These schools, alongside the autistic provision form the Beacon Multi Academy Trust.

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