The Goldhill Learning Foundation Leicester, England, United Kingdom
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Someone with SEN experience is ideally suited for the role. As a small school we are seeking someone who is flexible, resilient and thrives in being able to lead a class with a high level of independence. It will require passion, energy, outstanding communication skills and a willingness to develop their own abilities in line with the school’s aims, values and ethos.
The role includes responsibility for delivering high standards of planning, teaching, assessment and behaviour management for our children who have SEN. Also, coordinating and facilitating learning through engaging, differentiated, appropriately challenging learning sessions, which plan for maximum progression; producing detailed, clear differentiated planning for all subjects that is linked to children’s individual needs, progress plans and assessment of children’s learning and achievement; reporting on pupils individual progress and contributing to writing and reviewing annual reviews, risk assessments and IEP’s.
Responsibilities
1. To facilitate effective, differentiated and pupil-centred learning.
2. To support behaviour positively and in line with the school’s ethos and procedures.
3. To ensure planning is detailed, differentiated and meets the school’s expectations.
4. To lead on ensuring the learning environment is attractive, positive & uncluttered.
5. To ensure assessment for learning/assessing progress is kept up to date, monitored and used effectively to support each child’s learning.
6. To role-model the values the school stands for and to be a role-model of outstanding professionalism.
7. To take overall responsibility for the pastoral care of children in your class.
8. To co-ordinate and oversee the organisation of educational visits for your class, including risk assessments as appropriate.
9. To create a well-managed, secure and happy classroom where priority is given to the quality of the learning environment, maximising opportunities for children to learn.
10. To provide challenging, realistic and achievable tasks resulting in maximum learning.
11. To develop and adapt conventional teaching methods to meet the individual needs of pupils.
12. To encourage, develop and support relationships between families, staff and children.
13. To report to and involve families in the development and achievement of children.
14. To maintain assessment, planning, recording and reporting as agreed by the school.
15. To participate and engage with the performance management process.
16. To work as a member of the team to ensure consistency and continuity across the curriculum.
17. To attend and participate in meetings and briefings which relate to the school’s curriculum, administration and organisation.
18. To take part in the school in service staff development programme by participating in opportunities for continuous professional development, including necessary training such as Team Teach, first-aid etc.
19. To liaise with other professionals, such as social workers, speech and language therapists, physiotherapists and educational psychologists.
20. To be knowledgeable and supportive of all school policies and procedures.
21. To contribute to the school’s self-evaluation and ongoing improvement.
22. To oversee target setting for raising achievement of your children.
23. To attend statutory annual reviews or other related meetings, such as Looked After Child (LAC) reviews, regarding pupils with an SEN, which may involve reviewing education, health and care (EHC) plans.
24. To be aware of, and comply with, all policies and procedures related to child protection & safeguarding, bullying, data protection & confidentiality.
25. To work with the head teacher and governing body to ensure that the requirements of the Equality Act (2010) are met in terms of reasonable adjustments and access arrangements.
26. To organise learning outside the classroom in activities such as community visits, school outings or sporting events.
27. (To comply with any reasonable request from the leadership team to undertake work of a similar level that is not specified in this job description. This job description is not exhaustive, and the post holder may be required to undertake other duties as reasonably required by the leadership team.)
All posts are subject to Enhanced DBS checks in addition to a range of other vetting checks. As a small school the expectation to work as a community and beyond the typical scope of a teaching role is more prevalent and is expected to be undertaken in the spirit of the organisation and what it is trying to achieve for its pupils.
Seniority level
Entry level
Employment type
Full-time
Job function
Education and Training
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