EXPIRED

SENDco and i/c of BCS

Forest Academy, Ilford, Essex, IG6 3TN

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 Upper pay range 3, £27,596 to £43,348
• Additional allowances:

  SENCO and i/c of Beacon Communication School (BCS) ; TLR 2B ; Required September 2019 ; Closing date: 24 May 2019

SENDco and i/c of BCS job summary

SENCO and i/c of Beacon Communication School (BCS)
TLR 2B
Required September 2019
Closing date: 24 May 2019

We are seeking to appoint an exceptional and highly motivated SEN and SENCo qualified teacher who will also lead and develop our specialist autism provision.
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.theforestacademy.co.uk and submit to beasuccess@beaconacademytrust.co.uk

JOB DESCRIPTION: SENCO and i/c of Beacon Communication School (BCS)

Purpose of the post
To provide professional leadership and management for The Forest Academy Autism provision to secure high quality teaching, effective use of resources and improved standards of learning and achievement for children with Autism.
They will provide leadership and direction for the provision and ensure that it is managed and organised to meet the aims and objectives of the school and the department. While the Principal and governors carry overall responsibility for school improvement, the BCS Lead has responsibility for securing high standards of teaching and learning in their department as well as playing a major role in the development of school policy and practice. Throughout their work as SENCO and Lead of the department ensure that practice improves the quality of education provided, meets the needs and aspirations of all pupils, and raises standards of achievement in the school.
General duties and responsibilities:
1. To model appropriate techniques and strategies and use specific techniques, programmes and activities to promote the educational and social inclusion of children SEN and autism within BCS. To challenge and support other professionals with regard to inclusive practice.
2. To undertake assessments on children worked with by the department, to visit educational settings and liaise effectively with other professionals across social care, health and educational services to ensure the appropriate provision, advice and support to parents/educators of children with Autism to maximise outcomes for children.
3. To complete risk assessments, reports, letters and reviews as required and write educational targets and strategies of intervention.
4. Liaise with SLT and LA commissioning officers to ensure BCS is the appropriate provision for students and that they will benefit from the mainstream co-location.
5. To plan transition and mainstream student access by liaising with the Assistant Principal for Inclusion, parents/carers and other multi agency professionals to promote the inclusion and equality of opportunity for all children, offering training, information and advice where appropriate.
6. To undertake any other duties applicable to a post of this grade as may be required from time to time.
7. To carry out any other duties which fall within the broad spirit, scope and purpose of this job description.
Skills Required
Professional knowledge and understanding.
SENCO / BCS Lead should have knowledge and understanding of:
• their school’s aims, priorities, targets and action plans
• the relationship of their department to the curriculum as a whole
• any statutory curriculum requirements for their department and the requirements for assessment, recording and reporting of pupils’
attainment and progress
• the characteristics of high quality teaching in their department and the main strategies for improving and sustaining high standards of teaching, learning and achievement for all pupils
• how evidence from relevant research and inspection evidence and local, national and international standards of achievement in the subject can be used to inform expectations, targets and teaching approaches
• how to use comparative data, together with information about pupils’ prior attainment, to establish benchmarks and set targets for improvement
• how to develop pupils’ literacy, numeracy and information technology skills within the department
• how teaching can promote pupils’ spiritual, moral, social, cultural, mental and physical development
• management, including employment law, equal opportunities legislation, personnel, external relations, finance and change
• how teaching can help to prepare pupils for the opportunities, responsibilities and experiences of adult life
• the current use and future potential of information and communications technology to aid teaching and learning and to assist with departmental management
• the role of school governance and how it can contribute to the work of the department
• the implications of information and guidance documents from LA, the DfE and other national bodies and associations
• the implications of the Code of Practice for Special Educational Needs for teaching and learning
• health and safety requirements, including where to obtain expert advice.
Strategic direction and development of a department
Within the context of the school’s aims and policies, department leaders development and implement department policies, plans, targets and practices. They:
• develop and implement policies and practices for the department which reflect the school’s commitment to high achievement, effective teaching and learning
• create a climate which enables other staff to develop and maintain positive attitudes towards the department and confidence in teaching within it
• use data effectively to identify pupils who are underachieving and, where necessary, create and implement effective plans of action to support those pupils
• analyse and interpret relevant national, local and school data, plus research and inspection evidence, to inform policies, practices, expectations, target and teaching methods
• establish, with the involvement of relevant staff, short, medium and long term plans for the development and resourcing of the department, which:

o contribute to whole-school aims, policies and practices, including those in relation to behaviour, discipline, bullying and racial harassment;
o are based on a range of comparative information and evidence, including in relation to the attainment of pupils;

o identify realistic and challenging targets for improvement in the department

• monitor the progress in achieving subject plans and targets, evaluate the effects on teaching and learning, and use this analysis to guide further improvement.

Teaching and Learning:
Secure and sustain effective teaching, evaluate the quality of teaching and standards of pupils’ achievements and set targets for improvement. They:
• ensure curriculum coverage, continuity and progression for all pupils
• ensure that teachers are clear about the teaching objectives in lessons, understand the sequence of teaching and learning in the subject, and communicate such information to pupils
• provide guidance on the choice of appropriate teaching and learning methods to meet the needs of autistic children
• ensure effective development of pupils’ literacy, numeracy and information technology skills
• establish and implement clear policies and practices for assessing, recording and reporting on pupil achievement, and for using this information to recognise achievement and to assist pupils in setting targets for further improvement
• ensure that information about pupils’ achievements in previous classes and schools is used effectively to secure good progress
• set expectations and targets for staff and pupils in relation to standards of pupil achievement and the quality of teaching; establish clear targets for pupil achievement, and evaluate progress and achievement by all pupils
• evaluate the teaching of children with autism in the school, use this analysis to identify effective
practice and areas for improvement, and take action to improve further the quality of teaching
• establish a partnership with parents to involve them in their child’s learning and development, as well as providing information about curriculum, attainment, progress and targets
• develop effective links with the local community, including business and industry, in order to extend the curriculum, enhance teaching and to develop pupils’ wider understanding and independence.

Leading and managing staff:
Efficient and effective development of staff and resources
To provide to all those with involvement in the teaching or support of the BCS students, the support, challenge, information and development necessary to sustain motivation and secure improvement in teaching. They:
• ensure curriculum coverage, continuity and progression in the subject for all BCS pupils;
• ensure that teachers are clear about the teaching objectives in lessons, understand the sequence of teaching and learning in the subject, and communicate such information to BCS pupils;
• provide guidance on the choice of appropriate teaching and learning methods to meet the needs of the BCS pupils;
• ensure effective development of BCS pupils; literacy, numeracy and information technology skills within the department and through mainstream access;
• establish and implement clear policies and practices for assessing, recording and reporting on pupil achievement and for using this information to recognise achievement and to assist pupils ins setting targets for further improvement;
• ensure that information about pupils’ achievements in previous classes and schools is used effectively to secure good progress in the subject;
• set expectations and targets for staff and pupils in relation to standards of pupil achievement and the quality of teaching; establish clear targets for pupil achievement, and evaluate progress and achievement in the subject by all pupils, including those with special educational and linguistic needs;
• evaluate the teaching in BCS, use this analysis to identify effective practice and areas for improvement, and take action to improve further the quality of teaching;
• Ensure effective development of pupils’ individual and collaborative study skills necessary for them to become increasingly independent in their work and to complete tasks independently when out of school;
• ensure that teachers in BCS are aware of its contribution to pupils’ understanding of the duties, opportunities, responsibilities and rights of citizens;
• ensure that teachers in BCS know how to recognise and deal with racial stereotyping;
• establish and partnership with parents to involve them in their child’s learning, as well as providing information about curriculum, attainment, progress and targets; develop effective links with the local community, including business and industry, in order to enhance teaching and to develop pupils’ wider understanding.

Other duties and responsibilities:
The above mentioned duties are neither exclusive nor exhaustive and the post holder may be required to carry out such other duties as may be required that are broadly within the level of the post.

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 Forest Academy

• School type: Academy, ages 11 to 16
• Education phase: Secondary
• School size: 758 pupils enrolled
• Age range: 11 to 16
• Ofsted report: View Ofsted report (opens in new tab)
• School website: Forest Academy website (opens in new tab)
• Email address: beasuccess@beaconacademytrust.co.uk
• See more jobs: teaching-vacancies.service.gov.uk/organisations/forest-academy-ilford (opens in new tab)

The Forest Academy (TFA) is a part of the Beacon Multi Academy Trust, along with Beal High School, North East London Teaching Alliance (NELTA) and Beacon Business Innovation Hub (BBIH). TFA and Beal sixth forms amalgamated in September 2018. TFA is an 11-16 mixed comprehensive school, located in the north east corner of Redbridge.

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