ANNEX C TO PETERBOROUGH SCHOOL SAFER RECRUITMENT POLICY HEAD OF INDIVIDUAL LEARNING - JOB DESCRIPTION AND PERSON SPECIFICATION FORM

Transcription

1 ANNEX C TO PETERBOROUGH SCHOOL SAFER RECRUITMENT POLICY HEAD OF INDIVIDUAL LEARNING - JOB DESCRIPTION AND PERSON SPECIFICATION FORM Job description The School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Summary of the role: Line management responsibility for Functional relationships with Main duties and responsibilities: The Head of Individual Learning carries out a senior role at the direction of the Deputy Headteacher, and in consultation with the Headteacher. He/She plays a major part in achieving the aims of the School. Learning Support Teaching Assistant(s) Senior Leadership Team Key Stage Leaders/Heads of Key Stage Nursery SENCO Teaching staff (Nursery, Preparatory and Senior) School Counsellor Pupils Local Authority Parents Promoting and safeguarding the welfare of children and young persons for who you are responsible and with whom you come into contact; Promoting the highest standards of individual pupil achievement from Nursery to Sixth Form through effective monitoring, evaluation and review of learning progress and teaching outcomes and setting targets for improvement; and To be accountable for the strategic leadership and management of Learning Support and Able and Talented provision, developing and implementing plans, policies, targets and practices within the context of the School s aims to ensure that: o Teachers understand pupil s needs o Teachers are trained in meeting those needs o Teachers have support in planning to meet a pupil s needs o There is a high quality of teaching for pupils with SEND, and o Provision across the School is efficiently implemented and managed. C-1

2 Line management duties and responsibilities Leadership Supporting the Headteacher in promoting the aims of The Peterborough School; Working energetically towards the aims of the School Development Strategy; promulgating them, and other policy developments, through staff meetings, curriculum meetings, discussions with parents, pupils and others; Developing, monitoring, reviewing, evaluating effectiveness of and reporting on policy, action plans and practice; Planning and managing associated resources/teaching materials, teaching programmes, courses of study, methods of teaching and assessment; Analysing pupil data to identify additional needs and monitor, record, evaluate and review the effectiveness of intervention; Organising and overseeing support and extension programmes; Giving guidance, support and encouragement to staff and leading in-service development sessions; Providing the strategic direction and development of Learning Support provision in the School, including responsibility for the writing and review of the Individual Learning Annual Action Plan; Drawing up and assisting the Senior Leadership Team in the implementation of the SENDA plan. Leading the provision for pupils with Special Educational Needs and Disabilities, including those for whom English is an additional language; Leading the provision for pupils identified as more able or talented; and Leading the School s preparation for accreditation through the NACE inspection process and / or other organisations review processes. General activities Maintaining the learning support and assessment details of pupils on the School s management information system; Testing prospective and current pupils for additional needs and Special Educational Needs and/or Disabilities (SEND); and Delivering one-to-one and class teaching to support the needs of pupils. Special Educational Needs and/or Disabilities Supporting all staff in understanding the needs of pupils with SEND, including those for whom English is an additional language, and ensure the objectives to develop SEND are reflected in the School Development Strategy; C-2

3 Monitoring the progress of objectives and targets for pupils with SEND from teachers' plans, evaluate the effectiveness of teaching and learning by work analysis and use these analyses to guide future improvements; Maintaining a register of pupils with SEND within the School and update regularly; Analysing and interpret relevant school, local and national data and advise the Headteacher on the level of resources required to maximise achievement; Liaising with staff, parents, external agencies and other schools to co-ordinate their contribution, provide maximum support and ensure continuity of provision; Supporting the identification of and disseminate the most effective teaching approaches for pupils with SEND; Working with the Headteacher and staff to develop effective ways of bridging barriers to learning through the assessment of prospective and current pupils to determine their needs, monitoring of teaching quality and pupil achievement, target setting, including Pupils Profiles and maintaining a recording system for progress; Undertaking the day-to-day co-ordination of pupils' SEND provision through close liaison with staff, parents and external agencies; Develop, monitor and update Pupil Profiles and Teaching and Learning Plans for SEND pupils; Working with staff to ensure all pupils learning is of equal importance and that there are realistic expectations of pupils; Providing professional guidance to staff to secure good teaching for SEND pupils, through both written guidance and meetings; Recommend further diagnostic testing or referral to external support agencies for pupils across the school if required to effectively support their learning or diagnose SEND support needs. Providing regular information to the Headteacher and governing body on the effectiveness of and evaluation of SEND provision; Maintaining and developing resources, co-ordinating their deployment and monitoring their effectiveness in meeting the objectives of the School and SEND policies; and Co-ordinating all Annual Reviews and attend or chair when necessary. More able and talented Supporting all staff in understanding the needs of able pupils and ensure the objectives to develop able provision are reflected in the School Development Strategy; Leading the development, implementation, monitoring and evaluation of an effective whole-school policy for meeting the needs of able and talented pupils; In consultation with the Headteacher and staff, auditing current levels of provision within the School and develop strategies for improvement; Maintaining a record of able and talented pupils within the School and update regularly; C-3

4 Monitoring the overall progress made by able and talented pupils and set targets to ensure challenge and address underachievement; Coordinating and organising extra-curricular enrichment activities for able and talented pupils; Developing and monitoring pupil profiles for able pupils where appropriate; Developing and maintaining an up-to-date knowledge of current thinking and major initiatives; Identifying and disseminating good practice in developing the abilities of able and talented pupils; Identifying training needs for staff and leading training where appropriate; Managing the development of resources; Working with teachers, subject co-ordinators and Heads of Department to ensure a suitably varied and differentiated curriculum that promotes the right blend of challenge and support; Consulting with staff at all levels to ensure the effective exchange of information within School; Providing a first point of contact for parents, pupils and colleagues, A&T co-ordinators from other schools and outside organisations; and Acting as the "champion" of able and talented pupils within the School by creating and sustaining positive attitudes towards them and ensuring that provision for able and talented pupils is kept at the heart of the School s agenda for developing learning and teaching. Exam access arrangements Work with teachers, subject co-ordinators and Heads of Departments to identify pupils that may be eligible for exam access arrangements to support their learning, progress and outcomes effectively; Maintain an up to date and appropriate bank of diagnostic tests to ensure pupils can be tested in a range of appropriate areas for exam access eligibility; Produce suitable Educational Reports to effectively record the externally required information for exam access eligibility; Maintain the record of pupil evidence needed to show eligibility for exam access arrangements at formal qualification level (eg GCSE and Advanced level); Manage the records and information required to produce and sign off Form 8 eligibility with the JCQ in external examinations; Work with the Examinations Officer to sign off exam access arrangements with the JCQ and produce the required paperwork to achieve this; and Review and update pupil s eligibility for exam access arrangements as required on an annual basis. Depending on the qualifications of the person and timetable commitments, there may be a requirement to offer some whole class teaching within an academic department. It is important to note that this job description is a guide to the work you will be required to perform. C-4

5 This job description will be reviewed at least once each year. It may be subject to modification or amendment at any time after consultation with the holder of the post. You may also be required to undertake such other comparable duties as the Head requires from time to time. C-5

6 Person Specification The School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Qualifications Experience Essential Desirable Method of assessment These are qualities without which the Applicant could not be appointed The professional, technical or academic qualifications that the Applicant must have to undertake the role or the training that they must have received A relevant good Honours Degree Post Graduate Certificate in Education or equivalent Relevant Special Educational Needs qualification A qualification to test pupils for exam access arrangements in senior school, such as the CPT3A or equivalent and membership of the BPS to verify this The categories of work or organisations, types of achievements and activities that would be likely to predict success in the role A proven track record of achieving excellent results Experience of teaching able pupils at Key Stages 1,2, 3, 4 and 5 These are extra qualities which can be used to choose between applicants who meet all of the essential criteria The professional, technical or academic qualifications that the Applicant would ideally have to undertake the role or the training that they should ideally have received A relevant Second Degree or additional qualification Qualification to be able to undertake relevant diagnostic assessments. The categories of work or organisations, types of achievements and activities that would be likely to contribute to success in the role Evidence of successful leadership Evidence of successful teaching of, or ability to deliver Advanced Level courses Production of the Applicant s certificates Discussion at interview Independent verification of qualifications Contents of the application form Interview Professional references C-6

7 Experience as a Form Tutor Experience of leadership of staff Skills The skills required by the Applicant to perform effectively in the role An ability to teach an academic subject to Advanced Level Has excellent communication, oral and written presentational skills Excellent ICT skills The skills that would enable the Applicant to perform effectively in the role Contents of the application form Interview Professional references An ability to generate self confidence in pupils Has a strategic vision for the development of the Learning Support Department The knowledge required by the Applicant to perform effectively in the role The knowledge that would enable the Applicant to perform effectively in the role Contents of the application form Interview Detailed knowledge and understanding of the curriculum Knowledge of diagnostic testing packages Professional references Knowledge Knowledge and understanding of teaching and learning styles Knowledge of how to make learning accessible and enjoyable for the most able and those with learning difficulties Knowledge of assessment tools to identify additional needs Knowledge of the SEND Code of Practice. C-7

8 Personal competencies and qualities The personal qualities that the Applicant requires to perform effectively in the role and to ensure that the Applicant safeguards and promotes the welfare of children and young people A passion for education Excellent inter-personal skills Ability to manage time demands and ensure deadlines are met Is highly organised, able to plan and prioritise and to implement organisational strategies Evidence of commitment to improving leadership skills through continuous professional development and training A willingness to contribute to the School s ethos Can show enthusiasm, tenacity and resilience with the ability to work under pressure, while maintaining a sense of humour The personal qualities that would assist the Applicant to perform effectively in the role Contents of the application form Interview Professional references C-8