What skills and experience we're looking forThe ProvisionThrough the extensive collaborative approach with our schools across.....
What skills and experience we're looking for
The Provision
Through the extensive collaborative approach with our schools across the Trust we are able to highlight challenges and develop creative responses to positively impact our children and school communities. Throughout the country we are experiencing a significant increase in the number of young people with a range of challenges in successfully accessing the mainstream curriculum in KS3.
The vision of this provision is to reignite the dreams and aspirations of students who have disconnected with mainstream school. Through a creative personalised curriculum students will explore their futures while developing the skills and attributes to make their aspirations a reality. The provision will provide expert therapeutic support that will allow students and professionals to work in partnership to develop a strategic approach supporting positive reintegration back into our mainstream curriculums.
The Role
This is a potentially career defining role for the right candidate. The Trust are committed in providing a highly ambitious and inclusive provision for our young people that will require candidates who share that vision and can evidence the skill, creativity and commitment to implement this unique provision. The location of the provision will adjoin our Trust office site based at Southport College and will provide unique access to stakeholders committed to supporting this ambitious provision.
Key Relationships
• Trust Schools
• Key stakeholders
• Parents
Aims:
This job description aims to support the work of all teaching members of staff so that:
• We continuously improve the effectiveness of our teaching.
• We are clear as to what our role requires and what we need to achieve for our pupils and the school
• We continuously improve the ways by which we support the learning of our pupils
• We all gain a sense of pride and satisfaction in our work
Objectives:
• To raise pupils’ attainment
• To improve pupils’ progress
• To improve pupils’ behaviour and their ability to manage life-long learning
• To improve pupils’ attendance
• To support and promote all aspects of the students’ wellbeing and welfare.
Rationale:
The key task of any teaching member of staff is their teaching. To be an effective teacher requires a clear understanding as to what we need to do and what we need to achieve. We also need to know how to achieve what we intend and realise how the support of others is crucial. We need to know how what we do fits with the work of others at a team and whole school level.
Everything we do will have four principles, (posed as questions):
COMMITMENT: Am I clear as to what I need to achieve (policy and specifying the quality we need) and am I determined to meet my intentions (action plans)?
PLANNING: Do I plan individually (lesson plans, Personal
Development Plan etc.), with my team (Schemes of work, Team Improvement Plan, targets to be met etc.) and in-line with the whole school aims (Improvement Plan etc.), checking the three levels complement each other?
ACTION: Do I ensure that I move policy into practice (implementation and monitoring)?
REVIEW: Do I evaluate my work, reflect on what we see, and adapt my
practice through learning to improve (review and evaluation)?
This description is in-line with teacher’s conditions of service, Teacher Standards (2012) and other relevant legislation. This includes the entitlement of a teacher to consultation before any changes or extensions are made. At all times these consultations operate in firm accordance with the school’s Equal Opportunity policy.
In line with statutory requirements and the school health and safety policy, all staff are reminded that they are responsible for their own and others health and safety. Whenever or wherever either should be at risk, this should be brought to the attention of a senior member of staff immediately.
This job description recognises that good teaching requires long hours and very hard work. Commitments for work in school are budgeted for within the 1265 hours’ time budget.
To be an effective teacher I will:
• Work to achieve our shared mission and aims by making every effort to make our practice conform with whole school and team policy. I will make a similar effort to comply with requests or directives in full and by the time set.
• Manage my own professional development. This is achieved by evaluating and reflecting on my own performance and deciding what I need to change and improve. This change will require my personal learning.
• As an essential development tool take a full and open part in the Professional Development Review and Performance Management systems, taking advantage of subsequent individual or full school learning development opportunities.
• Plan each lesson and each series of lessons taking due account of:
• Clear objectives explained to pupils
• Demanding and high expectations
• Effective and challenging pace
• Making effective use of assessment information when planning lessons
• Setting clear targets building on prior attainment
• Planning opportunities to contribute to pupils’ literacy and numeracy, and to their personal, spiritual, moral, social and cultural development
• Differentiation for each level of ability, matching learning tasks to individual need
• Range of learning activities for pupils, including those that develop self-managing skills and independent learning.
• Effective selection and use of resources
• Monitoring and assessment that informs the learning of pupils and your teaching.
• Use of homework in line with school policy
• Learning and behaviour management.
• Choice of appropriate and varied teaching styles - e.g. exposition, discussion, individual / group support, especially use of language that demands thinking by pupils.
• Criteria against which to test the effectiveness of our teaching. - self-evaluation.
• The level and scope of subject expertise required
• Conformance with agreed schemes of work.
• Use pre-planned assessment opportunities to:
• Test pupil attainment and progress
• Test the effectiveness of our teaching
• Provide a reliable basis for feedback to pupils through constructive and pro-active oral or written comment (Cf. school policy) leading to improvement and raised expectations.
• Provide a reliable basis for reports to parents in-line with school policy
• Moderate standards across a year and through the school, through meetings with others
• Work closely with the Inclusive Support Department to help pupils make progress
• in accordance with their Individual Education Plans
• Be responsible for my main teaching area so as to make it a stimulating learning
• environment and one which celebrates pupils’ achievements through well displayed pupils’ work.
• Take a full part in team meetings and full school training events. Working to build a positive relationship between myself and my team leader (line manager). His or her responsibility to me is to provide professional leadership, and professional advice through their role as mentor or coach.
• Ensure that I request resources in sufficient time and in sufficient detail so that support/ administrative staff can meet my needs.
• Perform those tasks that from time to time are necessary for the smooth running and success of the school e.g. supporting others, budgeting, planning
• Making a positive contribution to the wider life and ethos of the school
This is not a comprehensive list of all tasks which may be required of the post-holder. It is illustrative of the general nature and level of responsibility of the work to be undertaken, commensurate with the grade.
What the school offers its staff
Dear Applicant,
I would like to introduce you to Southport Learning Trust which has grown to seven schools since its inception in 2017. Our vision is to empower our communities to positively impact the world and we have an excellent reputation within the communities we serve with all schools judged as Good by Ofsted and oversubscribed.
To support this vision, we seek to appoint an exceptional Key Stage 3 Teacher for Trust internal additional support to maximise the value we deliver to Trust schools and continue to grow.
If you would like to discuss the role or arrange a visit to our Trust Office and meet the team, please do not hesitate to email me at iraikes@southportlearningtrust.org to arrange an appointment. An application form can be found on the Trust website at southportlearningtrust.org. Please return your application by email to recruitment@southportlearningtrust.org.
Shortlisting for interview will be based solely on the information you provide on the application form. Please include evidence of how you meet the criteria set out in the person specification, providing examples where possible. We have a strong safeguarding culture and all applications are processed accordingly. Please note that any appointments are made subject to enhanced DBS clearance, identity checks, continuous employment/employment gaps checks, online checks and satisfactory written references which we will apply for prior to the interview.
Southport Learning Trust is committed to the wellbeing of all staff through continued professional development and a comprehensive Employee Wellbeing Assistance Programme and employee benefits.
Yours Faithfully
Ian Raikes CEO
Commitment to safeguarding
Southport Learning Trust is committed to Safeguarding and expects all staff, volunteers and visitors to share this commitment. The Trust provides an environment which promotes the social, physical and moral development of the individual child, and strives to ensure that every student in the Trust feels secure, well cared for, and able to reach their full potential. The Trust understands and is committed to the vital contribution of all Trustees, staff, parents and children to safeguarding.
