Pathway Lead

Job title: Pathway Lead (ASC in the first instance)Directorate: Shaftesbury Education Victoria SchoolReports to: Deputy HeadSupervises: Teachers in the pathwaySalary: MPS/UPS + SEN plus TLR 2. Leadership grade may be considered for suitably qualified applicants.

Purpose of the Job

• To carry out the professional duties of a Pathway Lead as circumstances may require and in accordance with Victoria School policies under the direction of the Headteacher
• Managing staff and resources
• Monitoring progress towards the achievement of the school’s vision & objectives.
• The Pathway Lead will be expected to fulfil their professional responsibilities, as set out in the School Teachers’ Pay and Conditions Document (STPCD).
• To lead aspects of the school as directed by the Headteacher. Discussions will take place on a regular basis to clarify individual responsibilities within the general framework and character of the post as identified below.

Key Responsibilities

• Assist in the day-to-day management of the school.
• Communicate the school’s vision compellingly and support strategic leadership across the directorate.
• Lead by example, holding and articulating clear values and moral purpose, and focusing on providing excellent education for all pupils.
• Build positive relationships with all members of the school community and the wider community, showing positive attitudes to them.
• Keep up to date with developments in SEND and education, and have a good knowledge of education systems locally, nationally and globally.
• Seek training and continuing professional development to meet your own needs.

Pupils and Staff

• Teach up to a 50% timetable.
• Demand ambitious standards for all pupils, instilling a strong sense of accountability in staff for the impact of their work on pupil outcomes.
• Ensure excellent teaching in the school, including through training and development for staff.
• Establish a culture of ‘open classrooms’ as a basis for sharing best practice.
• Create an ethos within which all staff are motivated and supported to develop their skills and knowledge.
• Identify emerging talents, coaching current and aspiring leaders.
• Hold all staff to account for their professional conduct and practice.

Systems and Processes

• Ensure that the school’s systems, organisation, and processes are well considered, efficient and fit for purpose.
• Provide a safe, calm, and well-ordered environment for all pupils and staff, focused on safeguarding pupils and their personal development.
• Implement systems for managing the performance of all staff, addressing any underperformance, supporting staff to improve, and valuing excellent practice.
• Work with the Local Advisory Board and Trust Board as appropriate.
• Support strategic, curriculum-led financial planning to ensure effective use of budgets and resources.
• Support distribution of leadership throughout the school

Safeguarding

The Assistant Head will fully support the Designated Safeguarding Lead (DSL) for the school ensuring the safeguarding of children is to the highest standard and complete DSL training themselves.

1. Establish a welcoming and inclusive experience. Plan for the short, medium, and long term, and teach well-structured lessons, identifying and adopting the most effective teaching approaches for individual students.

2. Evaluate and review teaching methods and learning activities to meet the full range of needs of students. Identify and teach skills that will develop students’ ability to work independently.

3. Set up systems for identifying, assessing, and reviewing students’ individual targets by reference to the provisions contained in student’s statements/plan. Be accountable for students’ attainment, progress, and outcomes, to raise their achievement.

4. Lead on a designated curriculum subject and/or cross curriculum responsibility for specific area and/or specific key stages.

5. Demonstrate a clear understanding of appropriate teaching strategies and opportunities to develop literacy, communication, and mathematics skills.

6. Work collaboratively with multi-disciplinary teams to ensure that students make progress towards their targets.

7. Effectively deploy support staff to facilitate learning and support therapy and care needs

8. Develop understanding of learning needs and the importance of raising achievement among students.

9. Collect and interpret specialist assessment data in line with school procedures and use this to inform teaching. Communicate with academic leadership on the effectiveness of provision for students’ individual targets.

10. Build and maintain cooperative relationships with parents, attending consultation evenings and keeping them informed about their child’s learning and progress.

11. Willing and able to attend network meetings and courses to develop understanding and ability to teach, track and extend opportunities.

12. In accordance with school procedures, access a range of strategies that deliver positive student behaviour.

13. Be aware of and support difference and ensure all students have equal access to opportunities to learn and develop by ensuring the implementation of the School’s EDI policy, which may include participation in outreach links with other schools.

14. Maintain records, attend case conferences, and liaise with support staff as required with regard to individual students.

15. Mark and maintain accurate class or group attendance registers.

16. Ensure that supervision duties out of timetable time are efficient and effective.

17. Be aware of the legislation, regulations and procedures affecting the delivery of the service. This will include safeguarding, health and safety, fire precautions, moving and handling, eating, and drinking, hygiene and first aid requirements. Capable of responding effectively in any emergency.

18. Contribute to the School's ethos, aims and development/improvement plans.

19. Participate in statutory and mandatory training as required, and to pursue, in agreement with line manager, any learning and development that is relevant to the role and own personal development. Keep up to date with current educational thinking and practice.

20. Attend and participate in staff meetings and other sessions, as required, and ensure that personal capabilities and competencies are maintained through the supervision and appraisal systems, along with agreed training.

21. Act professionally in all situations maintaining confidentiality at all times, only discussing personal matters in agreement with all concerned and in approved settings.

22. Carry out any additional duties and tasks that may be required within the range of the responsibilities of the post.

Job title: Class Teacher

Essential

Desirable

Assessment method

Qualifications

• Qualified Teacher Status, or willingness to work towards this.
• Evidence of continuous INSET and commitment to further professional development, especially in SEN.

• SEN qualification
• ECTs are welcome to apply.

Application & Interview

Knowledge

• The theory and practice of providing effectively for the individual needs of all children.
• An understanding of cognitive development
• An understanding of multi-sensory impairment (MSI), supporting curriculums and secure knowledge of recording and assessment
• The statutory requirements of legislation concerning Equality, Safeguarding, Health & Safety
• Positive behaviour management

• Experience of alternative systems of communication (AAC) e.g. VOCAs/ Makaton/PECS
• An understanding of assessing students working below national expectations

Application & Interview

Experience

• Experience of teaching in special and/or primary and/or secondary school
• Experience of curriculum development
• Staff supervision and management

• Teaching children with special needs, in particular those with physical disabilities and associated learning and behaviour difficulties
• Experience of teaching SLD / PMLD students
• Experience of attending Annual and Person-Centred Reviews and writing Individual Plans
• Experience of managing support staff

Application & Interview

Essential

Desirable

Assessment method

Technical/work-based skills

• Effective teaching and learning styles.
• Ability to improve students’ learning and their outcomes.
• Ability to use self-evaluation and reflection to learn and develop practice.
• An enthusiastic and skilled user of ICT with a clear understanding of its benefits for SEN students.
• Lead, manage and support a team.

• Willingness and ability to drive a minibus.

Application & Interview

General skills and attributes

• Promote the school’s values positively and use effective strategies to monitor motivation and morale.
• Establish and develop close relationships with parents, Local Advisory Board, and the community.
• Communicate effectively (both orally and in writing) to a variety of audiences.
• Create a safe, happy, healthy, challenging, and effective learning environment.
• Be an excellent classroom practitioner with the ability to share good practice.
• Organised, resourceful, an excellent timekeeper, approachable, committed, empathetic, enthusiastic.
• A sense of humour and the ability to make learning fun
• Flexible approach and an ability to respond to change.
• Commitment to enabling students to recognise and celebrate achievement.
• Willing and able to work collaboratively with colleagues on planned school development and initiatives

• Willingness to offer school enrichment activities.

Application & Interview

This job description and person specification is not exhaustive, and amendments and additions may be required in line with future changes in the post holder duties.

Safeguarding

Shaftesbury is committed to safeguarding and promoting the welfare of adult, young people and children and expects all employees to share this commitment and follow our safeguarding policies and procedures.

Equality, Diversity, and Inclusion

Shaftesbury is an equal opportunities employer and positively encourages applications from suitably qualified and eligible candidates regardless of gender, race, disability, age, sexual orientation, gender reassignment, religion or belief, marital status, or pregnancy and maternity.

Shaftesbury aims to create and sustain an inclusive work environment which provides equality of opportunity for everyone and reflects the diversity of the communities we serve. The post holder is required to uphold the Equality and Diversity policy and comply with the code of conduct which sets out our standards of behaviour towards those who use our services or work within them.

Christian ethos and values

The post holder must carry out all duties in a manner which is consistent with Shaftesbury values which are based on an inclusive Christian ethos.

Policies and procedures

The post holder must also maintain the policies, procedures, and practices of the organisation and as far as possible, must ensure that all activities within the work setting are consistent with those values, policies, procedure, and practices.

Confidentiality

The post holder must ensure that any information relating to employees, service users and volunteers (future, current and past) is treated in strictest confidence and must be discussed only within the confines of the work setting with the appropriate members of the team or managers.

Health and safety

The post holder must be familiar with Shaftesbury Health and Safety policies and guidelines. All work should be undertaken to be consistent with these, and to ensure own health and safety and that of others affected by their work.

For further information or if you have any questions, please contact: VECHR@victoria.poole.sch.uk

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