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South Bank Academies
London, GB
South Bank Academies pay scale M1-M6 £32,157-£42,624 plus SEND allowance £2,270 per annum.
Closing date
20 May 2022

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Job Type
Full Time
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Core Purpose: You will have a central responsibility for leading the provision and support for students with special educational needs and those who are able, gifted and talented. This will involve setting and communicating appropriate expectations; teaching and managing effectively, deploying resources and external capacity to good effect to drive progress and to meet a diverse range of needs. You will ensure robust and effective tracking and good use of systems to ensure that statutory duties and responsibilities are met. You will support our wider drive in making sure our students have high levels of employability. Key Responsibilities 1. Teaching and Learning Identify and adopt the most effective teaching approaches for students in the Academy with a full range of needs, including G&T students Monitoring the quality of teaching and learning across all Key Stages for identified students and needs Model excellence through whole class and small group teaching Fulfil the statutory requirements for more able students and the role of Special Educational Needs Co-ordinator Develop and monitor internal and external provision for students with Special Education Needs, including being the designated teacher for those students with medical needs and mental health needs 2. Recording and assessment Develop and maintain systems for setting targets for raising achievement Develop and maintain systems for monitoring as well as being the designated teacher for Looked After Children (LAC) Implement and monitor the UTC's in-year Admissions procedures in conjunction with the admissions team.
• Collect and interpret assessment data. Set up systems for identifying, assessing and reviewing targets. Develop and maintain systems for raising achievement for more able students and those with Special Educational Needs. Manage and organise all access and examination arrangements for students with SEND. 3. Leadership and Management Responsibility Provide training and development for all staff on the principles of effective teaching, learning, target setting and addressing the specific needs of all students Disseminate good practice across the UTC. Working with key staff, develop and maintain systems for identifying and monitoring Pupil Premium Lead on transition into the UTC for students with behavioural needs, special educational needs and those who are more able Manage Learning Assistants and work effectively with other key staff Line manage staff as appropriate Performance Manage staff as appropriate Manage mental health provision across internal and external agencies. Working with the senior leadership team, provide reports to the Governors, Principal and Local Authority on the provision for and progression of students 4. Standards/ Quality Assurance and Additional Responsibilities Contribute to extended day activities to enhance students' learning Adhere at all times to professional business standards of dress, courtesy and efficiency in line with the ethos, vision, values and specialism of the UTC. Attend and participate in open evenings and student performances. Uphold the UTC's behaviour code and uniform regulations Participate in staff training and development Attend team and staff meetings Develop links with Governors, outside agencies, trust partners and neighbouring schools/ academies. We have also included the standard Teacher job description on the next page. Some teaching may be required, dependent upon the post holder's area of teaching specialism. Core Purpose You will have responsibility for leading the quality of teaching and learning (GCSE and BTEC) for students in your classes. This will involve setting and articulating high expectations for students; planning; teaching effectively using appropriate resourcing to challenge and engage all learners. Key Responsibilities 1. Set high expectations which inspire, motivate and challenge students establish a safe and stimulating environment for students, rooted in mutual respect set goals that stretch and challenge students of all backgrounds, abilities and dispositions demonstrate consistently the positive attitudes, values and behaviour which are expected of students. Promote good progress and outcomes by students be accountable for students' attainment, progress and outcomes analyse students' data and exam performance to inform planning and intervention. plan teaching to build on students' capabilities and prior knowledge guide students to reflect on the progress they have made and their emerging needs demonstrate knowledge and understanding of how students learn and how this impacts on teaching encourage students to take a responsible and conscientious attitude to their own work and study. 2. Demonstrate good subject and curriculum knowledge have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain students' 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 3. 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 according to the school's policy and plan other out-of-class activities to consolidate and extend the knowledge and understanding students 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. 4. Adapt teaching to respond to the strengths and needs of all students know when and how to differentiate appropriately, using approaches which enable students to be taught effectively have a secure understanding of how a range of factors can inhibit students' 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 students' education at different stages of development have a clear understanding of the needs of all students, 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. 5. 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 students' progress use relevant data to monitor progress, set targets, and plan subsequent lessons give students regular feedback, both orally and through accurate marking within the agreed time, and encourage students to respond to the feedback follow the school's assessments reporting policies. 6. 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 for learning 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 students' needs in order to involve and motivate them maintain good relationships with students, exercise appropriate authority, and act decisively when necessary. 7. Fulfil wider professional responsibilities make a positive contribution to the wider life and ethos of the School including extra-curricular develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support deploy support staff effectively take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues communicate effectively with parents with regard to students' achievements and well-being. A teacher is expected to demonstrate consistently high standards of personal and professional conduct. Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside the school, by: treating students 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 students' well-being, in accordance with statutory provisions showing tolerance of and respect for the rights of others promoting fundamental British values, including democracy, the rule of law, individual liberty. 8. Additional duties Work with the Principal to lead on areas of whole school responsibility as directed and negotiated. Lead on aspects of pastoral management at the UTC for example through contribution to the daily coaching programme. Actively develop opportunities to secure and embed partnerships outside the UTC: with employers, community groups, educational providers or charities for example. Act with integrity and ensure a high standard of care and safeguarding for all our students. Comply with health and safety rules and legislation, ensuring the safety of students and staff at all times. Provide a highly visible presence to students and colleagues through the day. Attend open evenings, parental events, progress review meetings and other dedicated activities, as required. Act in compliance with data protection legislation in respecting the privacy of personal information. Comply with the principles of GDPR in relation to the management of UTC records and information. Undertake additional duties as may be reasonably directed by the Principal or line manager where they meet the priorities of the UTC.
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