ACCESS ARRANGEMENTS COORDINATOR
Required from January 2025
The successful candidate will bring enthusiasm and commitment to the role of working with our students with learning differences. They will support the teaching and learning of our SEN students through one-to-one sessions, small group teaching, lesson recommendations and the development of study skills from Years 3-13.
The role also involves responsibility for collating all paperwork needed to process exam access arrangements for GCSE and A-Level exams in line with the current JCQ guidelines. This will involve also working closely with our Exams Office in ensuring access arrangements for GCSE and A Level are appropriate and rigorously administered in all internal and public exams.
The Learning Support Department within RGS is a vibrant, busy and highly regarded department that sits at the heart of the school’s ethos. The successful candidate will enjoy working with a team of dedicated professionals and will report to the Head of Learning Support - SENDCo.
MAIN DUTIES AND RESPONSIBILITIES
* Act as the school’s main point of contact for staff and parents in relation to Access Arrangements.
* Conduct exam access arrangement assessments of referred pupils and students for SEN conditions, contributing to the early identification, assessment and intervention of pupils with special educational needs and disabilities.
* Provide support and written advice for students, parents and teachers following the outcome of assessments.
* Be fully up to date with the latest JCQ regulations and be responsible for applying for all exam access arrangements and coordinating the associated paperwork needed for GCSE and A-Level exams, sharing information with the Exams Officer and Deputy Head Academic.
* Assist with JCQ inspections and ensure all forms are compliant with the JCQ Access Arrangements guidance.
* Collate evidence of individual need in compliance with JCQ regulations to share with the Exams Officer/Assistant Exams Officer and Deputy Head Academic.
* Working closely with the Exams Office to help the smooth running of internal and external exams for candidates with access arrangements, ensuring records are accurate and reflect access arrangement provision across the school.
* Assist with the implementation of Entrance Exams.
* Participate fully and work collaboratively within the Learning Support Department and generally contribute to the effective running of the department.
* Promote contemporary approaches and best practices to supporting teachers in classrooms and our neurodiverse students to make progress.
* Assist in the organisation of our modified curriculum and support our range of extracurricular activities.
* Prepare individual educational plans “IEPs” and effectively manage IEPs where appropriate.
* Prepare and review Learning Profiles alongside students and their parents up to three times per year.
* Assist in the monitoring and evaluation of provision for pupils and provide reports as required.
* Be responsible for your own management and delivery of caseload as identified by Head of Learning Support – SENDCo.
* To assist in the management of the school's SEND register.
* Provide study skills sessions with pupils where appropriate. These could be one to one or small group sessions.
* Support individual learning needs in the classroom as and when required.
* Enthusiastic with a positive outlook and an ability to relate well to children and adults.
* Understanding and experience of KS4 and KS5 curriculum and other relevant learning programs/strategies.
* Ability to use other assistive technology equipment and accessibility features such as Exam Write Pro and Text Help.
* Attend regular CPD in order to keep up to date with the latest developments in Access Arrangements and SEND.
* Carry out any other duties the post holder may reasonably be required to do.
QUALIFICATIONS / TRAINING / SKILLS
Essential Qualifications:
* Level 7 Certificate in Psychometric Assessment & Access Arrangements equivalent to CPT3A, PATOSS AAA Holders, PAPAA, ETAAC, CCET/AAC.
* Level 3/4 for Higher Level Teaching Assistants (HLTA) or equivalent qualification and/or experience.
* Have completed comprehensive training to understand individual needs/SEND Needs and be able to provide evidence of this.
* Excellent numeracy/literacy skills and ICT Skills using Microsoft Office Suite.
* Excellent communication skills and attention to detail in report writing.
Desirable Qualifications:
* Level 5 or 7 Diploma in Teaching and Assessing Learners with Dyslexia/SpLD or be currently working towards achieving the Level 5 or 7 Diploma.
PERSONAL QUALITIES
* Dedicated, professional and committed to the role.
* Energetic and enthusiastic with an excellent sense of humour.
* Excellent attendance and punctuality record.
* Excellent written, verbal communication and IT skills.
* Highly organised, with excellent time management skills.
* Awareness of and commitment to Equal Opportunities; a commitment to working with students from diverse backgrounds.
* Ability to work within a fast-paced environment.
* Understanding of, and a commitment to the ethos of the school as a community.
* Tact, discretion, and diplomacy.
* Proactive and able to use own initiative to meet individual needs.
* An understanding of, and commitment to working with young people. These include safeguarding, health and safety, security and handling confidential information at times.
* A personal commitment to professional development.
MAIN TERMS AND CONDITIONS
* This is a permanent, part time, term-time only position with the school.
* The weekly hours for this role will be 34.5 hours per week during term time, worked over 5 days (Monday to Friday). 2 of the 5 working days will be a half day (specific days/times will be agreed with the successful candidate).
* The normal core working hours for this role will be as follows: 8.30am-4.30pm on full days. Start and end times on the half days will be agreed with the successful candidate.
* The employee will also be required to work 4 additional staff training days outside of term time which are spread throughout the academic year. The employee will also attend work on the annual safeguarding training day at the start of each academic year (date varies each year). Payment for these days is included in the salary for this post.
* The salary for this role will be up to £37k gross per annum (Full Time Equivalent) on the RGS Support Staff Salary Scale. As this role is part time (i.e. 34.5 hours per week) and term time only, the salary will be pro-rata’d to up to £27k gross per annum. The actual salary offered will be dependent on experience and qualifications offered by the successful candidate.
* The post will report to the Head of Learning Support (SENDCO) who in turn reports to the Deputy Head Academic. This role will support and work with colleagues in the Learning Support Department and across the school.
HOW TO APPLY
Candidates are advised to read the ‘Information for Applicants’ with particular care before applying. Enquiries about this post should be made in the first instance to Lorraine Cattle (Head of Learning Support) l.cattle@rgs.newcastle.sch.uk or by telephone on 0191 281 5711.
If, having looked through the website (www.rgs.newcastle.sch.uk) and read this job information pack and the Information for Applicants, you think this particular post would suit you, please say so (and why) in:
* A covering letter and
* A fully completed RGS application form.
You must complete the application form, even if you want to also attach a CV. Please email all documents to jobs@rgs.newcastle.sch.uk by 9.00am Friday 29th November 2024.
Interviews will be held shortly after the closing date. We will hope to make the appointment as soon as possible following interview, offering the post and gaining acceptance.
Safeguarding and Safer Recruitment
RGS is committed to the safeguarding of children and promoting the welfare of children and young people and expects all staff, volunteers and those working in school to share this commitment.
Equal Opportunities
We are looking to appoint staff from a wide variety of backgrounds. Not just because it is the right thing to do but because at the RGS we recognise that those different experiences provide fresh perspectives, opportunities to challenge existing beliefs and provide opportunities to act as excellent role models for our diverse student body.
#J-18808-Ljbffr