SEND Class Teacher in Camberley

What skills and experience we're looking for:

• Fulfil the professional responsibilities of a teacher, as set out in the School Teachers’ Pay and Conditions Document.
• Meet the expectations set out in the Teachers’ Standards.
• Undertake the teaching of SEN pupils with Education Health and Care Plans, across the range of SEN needs and ages.
• Provide a quality of teaching and learning provision that can be judged to be at least good and ensures all pupils make at least good progress.
• Be accountable for the attainment and progress of all pupils who are taught by the post holder.
• Demonstrate a trans-disciplinary approach, working in harmony with colleagues from other disciplines (e.g., Occupational Therapists, Speech Therapists and Physiotherapists) to ensure a pupil centred learning experience.
• Produce student SEND passports, monitor student social communication development, contribute to provision mapping and annual reviews for pupils.
• Supervise and guide the work of any support staff including Teaching Assistants (TAs) and Senior Teaching Assistants (STAs) who are assigned to work with post holder’s classes/pupils.
• Provide pastoral support and guidance for all pupils in the post holder’s care, classes or tutor group.

Main duties and responsibilities:

• Quality of Education Teaching (in relation to teaching pupils with profound/severe learning disabilities and/or autism).
• Contribute to the development of a curriculum that is ambitious and designed to give all pupils the knowledge and cultural capital they need to succeed in life.
• Plan and sequence learning towards building sufficient knowledge and skills for future learning and employment and independent living.
• Develop individual programmes of study that are designed to help pupils to remember in the long term the content they have been taught and to integrate new knowledge into larger concepts.
• Have high aspirations and set challenging learning intentions for all pupils which takes into account prior learning and revisits any gaps in learning.
• Plan for, teach and assess the assigned group of children with Profound/severe learning disabilities and/or autism.
• Plan and deliver lessons and learning materials to motivate and support all pupils to make at least good progress.
• Set high expectations for pupils’ wellbeing and behaviour, and ensure pupils have the tools and support required at all times to regulate and feel ok.
• Ensure pupils’ attitudes to their education or training are positive, they are committed to their learning, know how to study effectively and do so, are resilient to setbacks and take pride in their achievements.
• Create an environment where bullying, peer-on-peer abuse or discrimination are not tolerated.
• Promote and develop literacy and numeracy skills throughout teaching and learning activities so that literacy and numeracy do not present barriers to learning.
• Provide intervention activities for those pupils who need support to boost attainment/progress or who require additional challenge.
• Set work for pupils absent from school for any reason.
• Use ICT and other technologies and learning resources as learning tools to inspire and motivate pupils.
• Create an environment where every pupil’s voice is heard, respected and responded to.

Assessment Recording and Reporting:

• Present subject matter clearly, at the appropriate level for pupils and check pupils’ understanding systematically.
• Provide clear, direct feedback in an appropriate way so that it is understood by the pupil and respond and adapt teaching as necessary.
• Use assessment to help pupils embed and use knowledge fluently or to check understanding and inform teaching.
• Mark, assess and return pupils’ work in line with school policy, providing constructive feedback with clear targets and guidance for future improvement.
• Keep high quality records to promote tracking and monitoring of student progress and wellbeing.
• Attend the appropriate Parent/Teacher Evenings and individual meetings to keep parents/carers informed as to attainment and the progress of their child towards targets.

Pastoral Responsibilities:

• Take responsibility for promoting and safeguarding the welfare of children and young persons.
• Provide enrichment opportunities for pupils’ broader development, enabling them to develop and discover their interests and talents.
• Be the first point of contact for parents/carers in the assigned tutor group.
• Monitor and set targets with therapy colleagues, for the social and academic progress of pupils in the tutor group.

Whole-school Organisation, Strategy and Development:

• Contribute to the development, implementation and evaluation of the school’s policies, practices and procedures, so as to support the school’s values and vision.
• Make a positive contribution to the wider life and ethos of the school.
• Work with others on curriculum and pupil development to secure co-ordinated outcomes.

Health, Safety and Behaviour:

• Promote the safety and wellbeing of pupils.
• Support pupil’s wellbeing and regulation through coproduction and delivery of Positive Behaviour Support Plans.

Professional Development:

• Take part in the school’s appraisal procedures.
• Further training and development as appropriate.

Management of Staff and Resources:

• Direct and supervise support staff assigned to them.
• Contribute to the recruitment and professional development of support staff.
• Deploy resources delegated to them.
• Take part in the appraisal and professional development of others.

Safeguarding Recruitment Statement:

• All appointments are made subject to receipt of a completed application, satisfactory references and an Enhanced DBS check.
• Offers of employment may be subject to checks (where relevant): childcare disqualification, Disclosure and Barring Service (DBS), medical, online and social media prohibition from teaching, right to work, satisfactory references, suitability to work with children.
• You must tell us about any unspent conviction, cautions, reprimands or warnings under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975.

Sherwood Park School is committed to equal opportunities, safeguarding and promoting the welfare of children, young people, and vulnerable adults and expects all staff and volunteers to share this commitment.