Head of Learning Support

Transcription

1 Job Description: Head of Learning Support Scale: Hours/Week: Classroom Teachers Pay Scale + TLR 1B 32.5 hrs/39 wks Updated: March 2018 Person reports to: Responsible for Purpose of Job: Assistant Headteacher, Inclusion SEND Teachers and HLTAs, Learning Support Assistants, Carers Carry out the professional duties of a school teacher, as set out in the current School Teachers Pay and Conditions Document (STPCD). Be accountable for the raising of attainment, achievement and progress of students with complex SEN, disabilities, or medical needs, who are supported by the Learning Support Department. You will be accountable for promoting and safeguarding students welfare and personal development, as part of a faculty and whole school approach. MAIN DUTIES AND RESPONSIBILITIES 1. Strategic direction, development and accountability for the curriculum area Take responsibility for the targeted provision for young people with significant Special Educational Needs, Disabilities or medical needs, including LSA or teacher support. Ensure that SEN students progress and achievements are tracked at regular intervals clear intervention plans drawn up as necessary. Ensure that students taught in the Learning Support Department have personalised pathways and a bespoke curriculum which allows them to attain a range of accredited and appropriate qualifications. Manage partnership working with outside agencies and coordinate applications for EHCPs and High Needs Funding for students in Learning Support including the review of existing EHCPs. Ensure that Learning Plans are in place for all targeted students with clear guidance given to teachers about their needs and appropriate strategies to meet them. Maintain the records and SEN specialist tracking systems of all targeted students and manage relevant resources. Involve the student as much as possible in decisions regarding the learning process, support and target setting. Work closely with parents, providing regular feedback on their child s progress as well as providing advice and information on external support. Act as parents first point of contact for students taught in Learning Support. Coordinate Early Help or SEN Support Plans as required for families of targeted students. Coordinates the planning for SEND transition both from primary and to post-16 for the students

2 in Learning Support, including ensuring records are passed on in a timely manner. Monitor behaviour and attendance of targeted students. Monitor, support and enable the involvement of targeted students in all areas of school life. In conjunction with the SENCO and other key inclusion colleagues, promote staff development in relation to targeted students needs and the needs of other students with SEND within the school community. Co-ordinate and ensure all Annual Reviews for students in Learning Support take place within statutory timeframes, and oversight of all statutory paperwork. Contribute to, assess, plan and do review cycle as specified in the SEND Code of Practice Deployment of Learning Support Assistants (LSA) in mainstream and Learning Support. Manages cover of Learning Support Teachers, HLTAs and LSAs and Carers. Manages SEND paperwork for all students in Learning Support e.g. EHRs Develops accredited qualifications for Learning Support students Manages medical needs in conjunction with SENCo. Prudently manages the budget allocated to the Department Contribute to the strategic development of the Learning Support Department. Attend regular meetings within school including middle leader meetings. Liaise with the Child Protection Team and the Pastoral team with regard to safeguarding or pastoral matters. To undertake any other such duties as the AHT Inclusion or Headteacher may reasonably require from time to time. To fulfil any other related teaching duties which the Headteacher may reasonably require from time to time. 2. Learning and Teaching To ensure high quality teaching and learning to raise students attainment and wider achievement is understood as the primary responsibility of all staff in the faculty. To develop teaching and learning strategies including use of target setting, to ensure students are assisted in understanding what they have to do. To teach whole and small classes as required within and beyond Learning Support at a standard that is consistently good or outstanding. To plan and implement effective lessons within an agreed department framework where learning objectives are made explicit to students. To ensure that high quality and effective homework is set regularly in line with the department and School Homework Policy. To develop effective practice for marking and assessment, recording and reporting within an agreed department and school policy. To develop effective teaching and learning resources which cater for the full ability range and share these with colleagues. To develop the active use of ICT in line with department and whole school approaches. To plan and implement specific curriculum initiatives and development as part of a team approach, within an equal opportunities framework after negotiation with the Heads of Faculty.

3 To deliver positive behaviour management strategies in your classroom and department in line with the school s Behaviour Policy. To develop the Learning Support Department s contribution towards students personal and social development as part of a whole school approach. To work in partnership with other inclusion colleagues across the school to support the needs of identified students to access the curriculum. To maintain a classroom environment offering a welcoming and supportive atmosphere to students including displays of students work. To take responsibility for the deployment and security of resources for the Learning Support Department. To ensure that all aspects of your teaching have due regard to and promote equal opportunities practice. To ensure that high standards of health and safety are maintained at all times within your teaching and the department. 3. Leading and managing staff Line manage members of the team including SEND teachers and HLTAs (approximately 17 members of staff) and professionally develop them in such a way that they perform at their best. Be responsible for the effective timetabling and deployment for the whole of the Learning Support Team and of the students who are taught in Learning Support. Meet regularly with the SENCO to keep them informed of developments within the department. Ensure the Performance Management and monitoring cycle for Teachers and HLTAs in the department is adhered to in the manner specified in the school s policy. To lead by example the team and establish clear expectations and constructive working relationships through teamwork/mutual support and collaboration of colleagues; delegating responsibilities as appropriate and holding them accountable. To demonstrate commitment to your own continuing professional development and that of all the staff including keeping abreast of national developments on student learning and in particular with regard to SEND. To enable teachers and support staff to achieve expertise in the curriculum area by organising staff Inset, based on an identification of needs, in liaison with the Deputy Headteacher: Professional Development. To sustain your own motivation as a leader/manager and, where possible, that of other staff involved in the curriculum area. To ensure that the Headteacher, senior managers and governors are well informed about the team s plans and priorities. To act as team-leader in the appraisal and monitoring cycle in accordance with school policy. To lead the behaviour management of students and ensure that clear departmental procedures operate in line with whole school policy in terms of rewards and sanction. To ensure that faculty staff clearly practice a duty of care towards students and contribute actively towards students welfare and their personal and social development. OTHER DUTIES

4 To follow school policies and procedures as laid down in the staff handbook by the Headteacher or his Deputies from time to time. To attend meetings on a regular cycle as agreed within the school calendar and to attend parents evenings and other occasions as the Headteacher may reasonably require from time to time within directed time. To uphold agreed standards of dress, behaviour and discipline around the school. To take part in the school s Performance Management programme and its support, supervision, monitoring and review procedures. SCHOOL ETHOS Play a full part in the life of the school community, to support its distinctive mission and ethos and encourage and ensure staff and students follow this example Comply with the school's health and safety policy and undertake risk assessments as appropriate. Work within the framework of the school ethos, adhering to the Code of Conduct for staff at all times. To maintain high standards of professional behaviour and presentation. Any other duties commensurate with the grade which may be required from time to time. All staff are expected to take part in necessary training and staff development. To contribute to the broader life of the school, including through active involvement in enrichment activities and supporting the House system. To undertake any other duty as specified by STPCB not mentioned in the above. Whilst every effort has been made to explain the main duties and responsibilities of the post, each individual task undertaken may not be identified The School reserves the right to alter the content of this Job Description, after consultation, to reflect changes to the job or services provided, without altering the general character or level of responsibility. These duties may be varied at the discretion of the Headteacher or Governing Body from time to time, to address the changing needs of the school and the development of the role. EQUALITY AND DIVERSITY We are committed to and champion equality and diversity in all aspects of employment within the London Borough of Newham. All employees are expected to understand and promote equality and diversity in the course of their work. SAFEGUARDING CHILDREN This school is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment and uphold all relevant procedures.

5 Person Specification and Selection Criteria Scale Classroom Teachers Pay Scale + TLR 1B Head of Learning Support Updated March 2018 Descriptor Qualifications Qualified Teacher Status and a track record as a consistently good or outstanding practitioner Qualifications related to the teaching of SEN especially complex needs or the National SENCo Award A sound background in the area of inclusion Evidence of recent further professional development GCSE O levels in English and Maths Good First Degree MA (or working towards) Professional Experience, Knowledge and Understanding Experience in creating, implementing and evaluating plans for students who have difficulty accessing the curriculum Experience working in a multi-cultural environment Experience teaching students with a range of complex and challenging learning and behaviour needs, including ASD and students who are working at P-scale level Very good leadership and management skills. Ability to devolve responsibilities and delegate tasks as appropriate. Knowledge of successful strategies for raising levels of achievement and progress of students with SEND as demonstrated by results at the end of KS3 and KS4. Experience of collaborative practice both in teaching and in working with external providers and agencies. Up to date knowledge of technology Up to date knowledge of the requirements of the national curriculum for KS3 and KS4 A thorough understanding of current developments and initiatives in SEN education and in particular with regard to the SEN Code of Practice 2015 Consistent record of good and outstanding lessons, planning for progression and assessment for learning Commitment to treating others fairly Commitment to achieving the highest possible results for all students, and to the schools values of treating all members of the school community with kindness, politeness and respect. Understanding of the needs of students in diverse school population Evidence of collaborative working with other subjects Experience of liaising with and coordinating external agencies Willing to share with students your belief in and commitment to the importance of reading Abilities and Skills Ability and experience of leading, managing and inspiring a team Ability to prioritise tasks and manage time effectively Ability to interpret data and communicate the significance of that data to staff, students and parents Ability to act as a role model for students and other staff, at all times being professional and respectful in your dealings with others in the school community Excellent communication and user ICT skills /

6 Ability of work under pressure and meet deadlines Personal Qualities Support for Inclusive education Strong ongoing commitment to developing your own knowledge, skills and understanding as an educator, including good use of professional development Self-motivated with exceptional organisational and planning skills Involvement in networking and sharing of best practice Recent experience of Ofsted Inspection Resilient and determined to achieve goals Committed to the ethos of the school Willingness to be flexible and take on additional duties as and when required Equal Opportunities Awareness A commitment to equal opportunities, awareness of diversity issues and working in a positive and non-discriminatory way A commitment to working in a multi-cultural environment and with students from diverse backgrounds and abilities A commitment to working in a flexible and collaborative manner with all members of the school community Child Protection and Safeguarding Awareness Understanding of safeguarding and in particular as it applies to students with SEND and willingness to follow Lister Community School s safeguarding policy and practices A strong understanding of child protection and safeguarding matters A commitment to safeguarding and promoting the welfare of young people