SEN Teacher

Roles & Responsibilities : To support the teaching and learning of SEN pupils and to provide general support for the school in the management of pupils and resources, as directed by the Principal. Specialist Teaching and Learning Responsibilities As a SEND teacher you will: · Plan and teach inspirational, specialist and highly differentiated lessons to pre-verbal students. · Make accurate and productive use of assessment, to promote good pupil (academic) progress and emotional development. · Provide a stimulating and well-structured learning environment suitable for pupils with special educational needs. · Champion the needs of pupils in your class across the wider school. · Develop a bespoke, topic-based curriculum, which builds on students’ interests, whilst meeting the academic, personal development/social needs of pupils in a pre-verbal class, providing support with thematic curriculum. · Support the school through developing consistent approach to behaviour management, teaching and learning, marking, assessment etc. following relevant school policies. · Check pupils’ attendance and punctuality at each lesson, reporting absences and lateness promptly. · Promote pupil progress through the effective deployment and coordination of support staff including HLTAs, TAs and specialists from external agencies. · Develop systems to record, share and evaluate the work of external specialists (e.g. SaLT or C&I workers). · Support the SENCo/Assistant SENCo in the production and review of EHC Plans, and for pupils at SEN School Support. · Deliver 1:1 or small group tuition to pupils, as identified by the SENCo, who require individualised support. Management of Physical Resources: · Create and maintain a carefully considered physical environment within the SEN areas and classrooms, including displays of student work; group or independent learning areas; specialist 1:1 spaces. · Be responsible for the use of a delegated budget to provide learning resources and other equipment necessary for the effective operation of the SEND teaching team. Support to Children, Families and Communities: · Build effective relationships with parents and carers, sharing information regarding pupils’ achievement, behaviour and well-being. · Organise and deliver open events to welcome parents and carers into the SEND department, for both current and prospective students. Skills : SEN Experience, Qualified Teacher Status · Support pupils and their parents and carers to make the most of the educational and other relevant opportunities available to them. · Liaise effectively with and signpost to other agencies when necessary, for example, social care, NHS, CAMHS, EPs etc. Review and develop own professional practice: · Engage proactively with the school’s performance development and review and supervision processes. · Participate in, and take responsibility for, your continuing personal professional development. · Take part in regular review of practice through attending: · Attend and contribute to Staff Meetings: Wednesdays – 3:30 – 4:30. · Attend Friday briefings – 8:30 – 8:45. · Attend and contribute to the Daily debrief – 3:20 – 3:40. Professional conduct: · Contribute to the accurate and appropriate use and maintenance of up-to-date recording systems including those related to attendance, behaviour, progress and learning, etc. · Demonstrate a critical understanding of strategies, processes and developments within SEND and reflect this understanding in daily practice. · To be responsible for carrying out the appropriate duties set out in the Teachers’ Pay and Conditions Document and teacher’s Professional Standards as directed by the Head Teacher. · Carry out any other duties appropriate to the level expected of a teacher. · Take reasonable care of the health and safety of yourself, other persons and resources whilst at work. · Cooperate with the leadership and management of the school as far as is necessary to enable the responsibilities placed upon it under the Health and Safety at Work Act to be performed e.g. operate safe working practices. · You will be expected to carry out your duties in line with the Company’s policies, procedures and relevant legislation. You will be made aware of these in your appointment letter, code of conduct, induction, ongoing performance management and development and through the Company’s communications. · As part of your wider duties and responsibilities you are required to promote and actively support the school’s responsibilities towards safeguarding. Safeguarding is about keeping people safe and protecting people from harm, neglect, abuse and injury. It is about creating safe places, being vigilant and doing something about any concerns you might have. It isn’t just about the very old and the very young, it is about everyone who may be vulnerable. Qualifications: Qualified Teacher Status (QTS). Evidence of successful completion of NQT induction year. Experience of recent teaching SEN pupils in a school setting. ECTs will be considered. Skills and abilities: Outstanding classroom practitioner. Ability to plan play-based learning opportunities that incorporates sensory and communication activities. Ability to support pupils to make progress against the EHCP targets. Ability to think out of the box and adapt the learning for each pupil. Ability to plan curriculum delivery with flair and imagination, taking account of a wide range of pupil needs. Plan and teach lessons, work with small groups and individual students. Help students develop confidence, independence and encourage them to learn. A commitment to playing an active part in activities outside of the school day, e.g. after school events. Ability to use ICT to support teaching and learning. Ability to develop effective relationships with parents, inspiring trust and confidence. Ability to work well with others. Ability to work within and contribute to the staff team. Ability to manage other staff within the classroom to maximum benefit of pupils. Ability to communicate effectively with a range of people both orally and in writing. Confident user of IT as a work tool. Commitment to inclusive practice. Efficient, well organised and self-motivated. Flexible and open to change. Sensitivity and understanding. Patience and the ability to remain calm in stressful situations. Knowledge: Possesses an excellent understanding of the needs of pre-verbal pupils. Current Disability/SEN theory and practice particularly linked to Autism. Knowledge of English language. Adaptive teaching strategies and how they relate to day-to-day practice. The role of assessment and how this information can be used to inform teaching practice. Successful candidates will be offered Temp to Perm 40 hours per week