There is an exciting opportunity to join staff at Emily Wilding Davison School as a middle leader, leading our new Autism Base area. In addition to your leadership responsibilities you will teach a base class. We aim to appoint a middle leader who will plan and deliver to Key Stage 3 and 4, creative and inspirational lessons across core subjects, as well as understanding and supporting students who have Social and Emotional Mental Health needs. Students at Emily Wilding Davison School follow the national curriculum and follow bespoke pathways. We are looking for a leader who has a range of skills and experiences and who can join and complement the school’s ‘Ethos of Excellence’.
Emily Wilding Davison School opened in September 2022 in a refurbished site in Ponteland, having moved from its previous site at Atkinson House School in Seghill. We are a designated co-educational secondary school provision for students with Social, Emotional and Mental Health (SEMH) needs. Our pupils travel to us from all areas of Northumberland and we have a capacity of 100.
Our intent is to offer the highest quality provision for our cohort of learners, taking account of their additional needs and gaps in learning.
Applications are invited from experienced practitioners who can demonstrate outstanding relationships and outcomes.
The successful applicants will benefit from significant support from our Head Teacher and Leadership Team. A personalised CPD package will be provided to support your transition into the school.
MAIN RESPONSIBILITIES:
* To assist the Head teacher and SLT in providing professional leadership and management in the school.
* To raise pupil achievement and standards in your allocated team by ensuring a high-quality education for all within the positive ethos and core values of the school.
* To work in close partnership with the relevant staff to promote continuity of provision, practice and management across the school.
* Oversee that preparation, recording, assessment, and reporting meet students' varying age, learning and social needs in your curriculum area.
* Maintain the positive ethos and core values of the school, both inside and outside the classroom ensuring equality of opportunity for all.
* Contribute to constructive team building amongst teaching and support staff, parents and governors.
* Lead an ethos of professional development for all.
* Line manage teaching staff in your area of the curriculum, ensuring that appraisal targets are in place and being worked towards.
Identification, assessment and planning:
* Take account of the strengths and limitations of different forms of assessment for your curriculum area.
* Make effective use of the more specialised informal and formal assessment techniques, and use this information gained to plan and deliver special modes of teaching and support.
* Administer and keep up to date appropriate assessments and recording in accordance with school policy to ensure that programmes match individual pupils’ needs and abilities.
* Ensure pupils’ individual progress records and any other form of cumulative recording is kept up to date.
* Monitor the balance of the pupils’ curriculum. In the context of the school/key stage timetable sessions class-based activities should be complimentary in order to achieve a broad, balanced and relevant curriculum.
* Prepare and present assessment, reports, observational data according to the SEND Code of Practice (e.g. Annual Reviews, six monthly evaluation, formal assessment procedures) and at any other time as requested by the Leadership Team.
* Devise EHCP targets that are matched to need and ability in your curriculum area.
* Identify ‘gaps’ in assessment information on individual pupils and if unfamiliar with appropriate assessment material seek advice and support.
* Periodically evaluate priorities for an individual in terms of their needs and abilities against desirable breadth in curricular provision.
* Undertake assessments and prepare information for school target setting.
Effective teaching, ensuring maximum access to the curriculum:
* Demonstrate understanding of the rationale of the ‘whole curriculum’.
* Demonstrate familiarity with the school aims in relation to learning and how these aims are achieved through curricular provision.
* Adapt teaching styles to what and who is being taught.
* Plan and coordinate teaching sessions, which balance individual, paired and small group settings.
* Implement and evaluate a range of approaches.
* Create a learning environment with a balance of stimulation and structure with high expectations.
* Explore ways of reducing barriers to learning which arise from major physical, intellectual, emotional or sensory impairment.
* Adapt and modify teaching pupil resource materials to suit pupils’ maturity levels and learning.
* Devise and ensure implementation of effective approaches to pupil self-evaluation.
Team Management:
Establish and maintain coordinated effort by ensuring:
* Clarity of roles - ensure staff in your curriculum area are aware of individual roles and responsibilities.
* Monitor clear, progressive appraisal targets for line managed staff.
* Ensure books, Earwig and engagement trackers are regularly updated and progressive learning is being evidenced.
* Access to, and familiarity with all relevant information to inform curriculum area.
* Plan, organise and supervise the work of teaching assistants and volunteers.
* Provide cover work in your area of the curriculum area should it be required.
* Directly contribute to and coordinate the contributions of others (class staff and pupils) to all work.
* Identify and report on behaviours that need addressing in your curriculum area.
* Identify and act upon class difficulties with behavioural problems - provide support and coaching.
* Adhere to school policy on session time and ensure that class staff do likewise.
* Review, annotate and adapt progress reports in your area of responsibility.
Team Participation:
* Ensure medium-term planning is shared with your area of responsibility in advance of each half-term.
* Undertake sufficient preparation to contribute to/respond to all relevant school documents, policies etc.
* Encourage and support efficient and purposeful use of directed time by constructive participation with due regard to the protocol and procedure of staff/working party meetings.
* Be thoroughly conversant with notified schedules for the presentation of reports, reviews and assessment materials.
* Meet notified deadlines for the above in order to ensure adequate time for presentation to the Head teacher or Deputy head prior to sending to parents/carers.
* Present sufficient quality and quantity of information for effective discussion at specified meetings (e.g. review of behaviour strategies).
* Coordinate the implementation of agreed behavioural programmes and disseminate information to ensure consistency across the school.
* Appraise situations requiring advice/support of SLT e.g. identification of team members areas for development.
* Evaluate class staffing effectiveness and convey this as required to the Head teacher.
* Clearly log incidents and accidents in line with school policies and procedures.
* Follow school’s procedure regarding emergencies.
* Co-operate positively with agreed schemes for Performance Management e.g. coaching.
EWD School sets high expectations for staff and learners in order to meet our vision and raise standards. We safeguard and protect our students and staff by being committed to respond in accordance with Local Safeguarding Board Procedures.
This post is exempt from the rehabilitation of Offenders Act 1974 and therefore will be subject to a criminal record check from the Disclosure and Barring Service.
We are committed to safeguarding and promoting the welfare of children and young people and expect all staff to share this commitment. An enhanced criminal records check is required for this post.
Further information about the school can be found on our website.
An application pack, including an application form, is available via the North East Jobs website or by emailing the school office.
Letters of application, outlining the post you are applying for, what skills and experiences you have to date that will make you the ideal appointment and why you want to work at Atkinson House School, along with completed application forms should be returned directly to the school by post and/or by e-mail, no later than 9am on Monday 28th April. Successful shortlisted candidates will be contacted individually to inform them of their interview.
School Name: Emily Wilding Davison School
Full address: Thornhill Rd, Ponteland, Newcastle upon Tyne
Postcode: NE20 9QB
Tel.: 0191 2980838
e-mail: admin@ewd.northumberland.sch.uk
Website address: https://ewdschool.uk/
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