SpLD (Specific Learning Difficulties) Specialist Teacher & Access Arrangements Assessor

Transcription

1 Job Advert SpLD (Specific Learning Difficulties) Specialist Teacher & Access Arrangements Assessor Blossom House is an Ofsted-rated Outstanding specialist school for children aged 3-19 years of age with speech, language and communication difficulties. Although many of the children have some associated difficulties such as fine motor problems or poor organisational skills, they are all within the average range of cognitive abilities. SpLD (Specific Learning Difficulties) Specialist Teacher & Access Arrangements Assessor We have an exciting opportunity for an enthusiastic Specialist Teacher & Assessor to join our SpLD & Access Arrangements Team, supporting children who have speech and language and communication difficulties. The role involves teaching and assessing pupils with specific learning difficulties. The role requires the candidate to have experience in teaching pupils with dyslexia and dyscalculia. The candidate must have a Level 5 equivalent qualification in assessing and teaching pupils with Specific Learning Difficulties or a Certificate in Psychometric Testing and Access Arrangements (CPT3A). We offer: A supportive working environment in a newly refurbished building. Small class sizes and the opportunity to work 1-1 with children where possible. Support from an enthusiastic and dedicated team of Therapy staff and Teachers who will work alongside you in the classroom. Our Speech & Language Therapists, Occupational Therapists, Physiotherapist, Art Therapists, Music Therapists, and Play Therapists aim to maximise each child s potential in a nurturing and supportive environment. Continued professional development. An opportunity to pursue a career in Teaching or Therapy where applicable. Great staff benefits and a friendly nurturing environment. The ideal candidate will have: Confidence, enthusiasm and a passion for learning. Excellent English skills (clear written and spoken English) along with good reading, writing and numeracy skills. Page 1 of 6

2 The ability to build good working relationships with children, teachers, parents and carers. Experience of working with children with Special Education Needs (SEN), particularly children on the Autism Spectrum. The ability to manage a small group of children with complex social communication needs. The ability to promote positive behaviour in a nurturing environment is essential. The role is a Permanent, Full-Time role. Monday to Friday (8:30 17:00) (approx. 36 teaching weeks per annum) Actual Annual Salary: Dependent upon experience To start: As soon as possible Closing Date: 5 th February 2018 (Early applications are encouraged) Applicants will need to complete an application form detailing how they meet the requirements of the person specification, along with the recruitment activity detailed below. If you wish to apply for the post, please download the application form from the school website: and completed forms to recruitment@blossomhouseschool.co.uk For further information please recruitment@blossomhouseschool.co.uk This role is subject to the relevant Safeguarding checks which will include an Enhanced DBS check and right to work in the UK checks. Job Description Job Title: Reports to: Accountable to: Contract term: SpLD Specialist Teacher & Access Arrangements Assessor Head of SEN Provision Principal - Joanna Burgess Permanent, Full-Time Hours per week: Monday to Friday, 8:30 to 17:00 Salary per annum: Salary dependent on experience Page 2 of 6

3 Responsibilities and Duties To write, implement and evaluate weekly/daily plans following termly plans To record and evaluate students progress using relevant evaluation procedures To assess students and apply for access arrangements, as required. To teach small groups and individuals with Specific Learning difficulties To support staff in planning and teaching the SpLD cohort To support Post 16 and Secondary staff and pupils in Study Skills and using access arrangement. To carry out screening, diagnostic assessments and reports, as required. To advise staff in supporting the SpLD cohort To jointly oversee referrals and allocations of SpLD teaching To oversee the teaching and data collection of phonic progress in Primary. To encourage appropriate behaviour according to the school s Behaviour Policy. To work with individuals/small groups, as required by the teaching/therapy staff. To attend staff meetings and INSET, as required. To contribute towards providing an environment for the children that enables them to realize their potential and maximise their academic, social, physical and emotional development. To be flexible and carry out any such other duties as may be reasonably required and directed by the Principal. Page 3 of 6

4 Person Specification Qualifications Educated to A- level Educated to degree level with relevant qualification Level 5 equivalent in SpLD assessment or Certificate in Psychometric Testing and Access Arrangements (CPT3A) Knowledge & Understanding A good understanding of how children develop & learn A good understanding of Safeguarding and child protection in schools An understanding of supporting diversity and equal opportunities An understanding of supporting pupils with dyslexia and dyscalculia A thorough understanding of JCQ regulations regarding access arrangements. An understanding of health and safety and confidentiality Skills Clear written and spoken English Good numeracy and literacy skills Experience Experience of working with children Experience of working with groups of children Experience of working with children with specific learning difficulties Page 4 of 6

5 Experience of assessing for access arrangements Experience of working with children with challenging behaviour Personal Attributes Flexibility and creativity in your approach to tasks Ability to build good relationships with children, teachers, parents and carers Patience and a positive attitude Ability to adapt to changes quickly Ability to work as part of a team Ability to work independently on prescribed tasks Willingness to participate in training and other learning activities A commitment to continued professional development Ability to build good relationships with colleagues and external stake-holders Willingness to support diversity and ensure all pupils with speech & language difficulties have equal access to opportunities to play and develop Safe-guarding & Child Protection (COMPULSORY) A commitment to follow school policies, procedures and guidance A commitment to the protection and safeguarding of children and young people Successful Enhanced DBS Status Page 5 of 6

6 ACCESS ARRANGEMENTS Recruitment Activities (to accompany your application form) Use the information from the table below to answer the following questions: 1. From the scores presented, which access arrangements would the pupil qualify for and why? 2. What other information/evidence would you need in order to apply for these arrangements? 3. If this pupil has an EHCP, would the application process be different? If so, why? ACCESS ARRANGEMENTS Name of pupil: Roger Rogers Client s date of birth: Date of test: Age of client: 13 years 7 months# Test used: WRAT 4 (5-94yrs) Name of test Raw score Standard Score 95% Standard Score Confidence Limits WRAT 4 (word reading) WRAT 4 (sentence comprehension) Page 6 of 6