EXPIRED

Specialist Teacher

Burton End Primary Academy, Haverhill, Suffolk, CB9 9DE

This job expired on 20 April 2020 – see similar jobs

• Job start date

  1 September 2020

• Closing date

  20 April 2020 at 5pm

• Date listed

  2 April 2020

Job details

• Job role:
  • Teacher
• Visa sponsorship: Visas cannot be sponsored
• Working pattern:
  • Full time
• Full-time equivalent salary: MPR/UPR
• Additional allowances:

  SEN allowance

Specialist Teacher job summary

Burton End Primary Academy are looking to appoint an inspirational person to set up and develop our new generic Key Stage One specialist provision for a maximum of 12 students with identified cognition and learning and/or communication and interaction needs. It is anticipated that the environment will reflect that of EYFS and where possible integration into the main school will be facilitated. The successful candidate will lead a team of at least two support staff.

The successful candidate will be: -

Passionate about inclusion supporting vulnerable children to gain an inspirational education.

An outstanding practitioner with high expectations of pupils' achievement and behaviour who is committed to providing high quality provision.

Able to maintain and drive forward exceptional standards whilst meeting the needs of a vulnerable group of students.

An excellent communicator who is able to work inclusively with students, staff, parents and external professionals.

If you have successful experience, a strong commitment to inclusive values, excellent interpersonal skills, the ability to strengthen partnerships, are ambitious to make a difference to the lives of young people and play a significant role in our exciting journey we would like to hear from you.

KEY TASKS & RESPONSIBILITIES

Specialist Provision

1. Take a lead in the assessment, identification and provision of support for children and young people and young people with cognition and learning needs as outlined in SEND Code of Practice (2015);

2. To monitor and report upon the provision made for such children and young people within
mainstream schools/settings, maintaining up to date records to track their progress;

3. To provide practical support, training and guidance to schools and settings in the
development of a whole school, inclusive approach to meeting cognition and learning needs;

4. To provide specialist advice to other professionals to support them in their role regarding
children and young people with such needs;

5. To contribute to multi-agency support for families, by liaising closely with other professionals and organisations, to establish and maintain a wide network of communications around individual children and young people and their families;

6. To contribute to the education, health and care needs assessment process for individual
children and young people and young people and provide educational advice as appropriate;

7. To inform schools and settings of their responsibilities under the Children’s and Families Act, 2014, the SEND Code of Practice, (updated 2015) and the Equality Act 2010, and support them in meeting these;

8. To contribute to specialist teaching programmes, including parent programmes, and work
with other professionals to develop suitable provision for children and young people with
cognition and learning needs.

9. To support schools in the development of effective school-based practice in relation to pupils with cognition and learning needs through the provision of advice, support and time limited specialist intervention.

10. To support the transition of children and young people with significant cognition and learning needs between settings;

11. To initiate, lead or contribute to regular child and young person focused meetings, ensuring the voice of children, young people and families is represented;

12. Lead, develop and enhance the teaching practice of others with regard to children with
special educational needs (SEN) across the school. Liaise with and advise colleagues, both
teachers and teaching assistants, to impact positively on the educational progress of children with SEN across the school;

13. Co-ordinate provision for children with SEN, including the work of teaching assistants;

14. Promote inclusion and equal opportunities;

15. Plan a sufficient level of resources needed to implement the policies related to children with SEN and maintain these resources within budgetary limitations. Ensure that the allocation of financial resources for SEN is evaluated annually;

16. Oversee the records of all pupils;

17. Ensure that pupils’ progress is monitored regularly;

18. Ensure that there is regular liaison with the parents / carers of pupils;

19. Keep up-to-date with knowledge of SEN. Be aware of professional development
opportunities relating to special educational needs and to provide staff with details of these
opportunities where relevant;

20. Liaise with external agencies including the Educational Psychology service and other support agencies, medical and social services and voluntary bodies;

21. Liaise with other educational establishments as appropriate, for example when pupils
transfer to another school;

22. Prepare for and attend planning meetings; ensure decisions taken at these meetings are
implemented;

23. Regularly monitor and evaluate the unit’s provision, reporting outcomes to the Principal and Trust;

24. Contribute to the Improvement Planning process in relation to Trust SEN provision.

General Teaching Responsibilities

1. Engage in identifying and implementing the priorities of the School Improvement Plan,
participating fully in school self-evaluation;

2. Comply with and uphold the policies of the school;

3. Fully understand and comply with the school's policy on safeguarding. Remain alert to pupils’ pastoral needs and provide support, in conjunction with school’s SENCo and Learning
Support Assistants (LSAs);

4. Proactively uphold the school’s behaviour policy establishing class rules and setting out clear and fair sanctions in accordance with the school’s systems; high standards of behaviour
should be expected at all times;

5. Work as part of the school’s teaching team and actively behave as a team member to support colleagues;

6. Oversee and work closely with LSAs, setting out tasks appropriate to the assistant's role and ability; supervise the work of support staff, students and voluntary helpers as required;

7. Ensure that the learning spaces provide a welcoming and stimulating environment to pupils
and adults. Classrooms will be vibrant, well organised and serviceable. Work should be
attractively displayed and be clearly and appropriately labelled;

8. Make effective use of PPA time to raise standards;

9. Lead assemblies as required;

10. Play an active role in the full life of the school.

Specific Responsibilities

Class Teacher:

1. Teach the designated class / subject group(s), implementing agreed planning, assessment
and target setting; work with others to provide Curriculum Enrichment for students.

2. Plan students’ work to provide an inclusive and personalised curriculum which meets the
needs of the children;

3. Carry out regular assessment, recording, monitoring and record keeping according to school policies, maintain appropriate records which monitor the progress of the students; mark students’ work regularly in accordance with the school’s marking policy;

4. Develop home-school links with parents/guardians of students in the class / subject group(s);

5. Complete regular assessment records for the class / subject group(s), using the school’s
systems, including preparation of Student Progress Reports for presentation to the Principal,
Senior Leadership Team and Governing Body, as appropriate;

6. Complete student reports for presentation to parents / guardians (academic report and the achievement, effort and social report); meet students’ parents at parent evenings, 3 times per year;

7. Manage and monitor the work of other adults in the classroom (including volunteers);

8. Liaise closely with the SENCo regarding the learning needs of students;

9. Liaise closely with the Designated Teacher for Safeguarding regarding students’ welfare

Burton End Primary Academy is part of Unity Schools Partnership which is a Multi Academy Trust of 25 schools with approval to open three further new schools, and which is committed to growth and career development. This therefore allows for significant training and development to be made available through opportunities for professional development, research, teacher training and collaboration between schools and across phases. Applicants do not need to have specialist school experience but a commitment to undertake appropriate training.

Commitment to safeguarding

Unity Schools Partnership is committed to safer recruitment, equal opportunities, safeguarding and promoting the welfare of children and young people, and expects all staff and volunteers to share this commitment. An enhanced Disclosure and Barring Service check will be required.

This job post has expired.

About Burton End Primary Academy

• School type: Academy, ages 3 to 11
• Education phase: Primary
• School size: 447 pupils enrolled
• Age range: 3 to 11
• Ofsted report: View Ofsted report (opens in new tab)
• School website: Burton End Primary Academy website (opens in new tab)
• Email address: head@burtonendschool.co.uk
• See more jobs: teaching-vacancies.service.gov.uk/organisations/burton-end-primary-academy (opens in new tab)

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