Teacher (12 months)
Salary: £25,556.00 (39 weeks + 240 undirected hours)
Hours per Week: 37.5
Job: Teacher – 12 months temporary position
Reports to: Head of Department
Hours: 37.5 hours, 39 weeks +240 hours undirected time, 6.6wks holiday to be taken during school holidays
Inscape House School is a non-maintained ASC specialist day school for children and young people aged 5 to 19 years. It is part of the Together Trust, a charity that has been providing care, education and support in the North West of England since 1870. The post holder will be a member of the Inscape House School and Post 16 provision on the Cheadle campus.
• In the first instance – provide one to one teaching to an identified lower school pupil with complex needs
• Adapt teaching pedagogy to meet the varying learning needs of this pupil with Autistic Spectrum Conditions.
• Develop high expectations that inspire, motivate and challenge, academically and socially.
• Create a safe and stimulating learning environment for identified pupil, rooted in mutual respect taking into account individual pupils sensory needs.
• Develop goals that stretch and challenge pupils.
• Demonstrate the values and behaviours that are consistent with a positive demeanour and empathic understanding of the pupil’s needs so as to develop self-belief and confidence in the pupil’s own abilities
• Promote outstanding progress and outcomes by the pupil both academically and socially.
• Work in a multi-disciplinary capacity with the school’s Therapy Team to ensure that therapy is embedded within lessons and progress towards EHCP outcomes are being met.
Management of staff:
• To effectively deploy Education Assistants (EAs) to facilitate learning, ensuring that all support positively impacts on the development of this pupil’s independence.
• To create and maintain a high level of accountability on EAs for the learning and development of academic and social skills throughout the school day.
• Be accountable for identified pupil’s attainment, progress and outcomes
• Be aware of pupil’s capabilities and their prior knowledge, and plan teaching to build on these.
• Guide pupil to reflect on progress they have made and their emerging skills and how they can continue to develop.
• Demonstrate knowledge and understanding of how this pupil learns, their personal motivators and how this impacts on teaching and learning.
• Encourage pupils to take a responsible and conscientious attitude to their own work and study.
• Contribute to completing the “Progress Towards EHCP Targets” document, as and when appropriate, and ensure that it is individualised and truly reflective of the pupil’s current position and future aspirations.
• Have a secure knowledge of the Primary Curriculum.
• Be able to foster and maintain pupils’ interest in learning and address misunderstandings
• Develop a love of reading for pleasure across the curriulum.
Plan and teach well-structured lessons:
• Understand and demonstrate autism-specific strategies e.g. TEACCH, to support the pupil’s effective access to lesson material.
• Promote a love of learning and children’s intellectual curiosity whilst also promoting skills in problem solving.
• Create numerous opportunities for this pupil to communicate and socially interact with peers and unfamiliar people within a supportive environment.
• Set homework and plan out-of-class activities to consolidate and extend the knowledge and understanding this pupil has acquired, focusing in on interactions, communications, sabotage and problem solving.
• Reflect systematically on the effectiveness of lessons and approaches to teaching ensuring engagement and structure throughout.
• Contribute to the design and provision of an engaging curriculum.
Adapt teaching to respond to the strengths and needs of all pupils:
• Know how to differentiate appropriately, using approaches which enable pupils to be taught effectively.
• Have a secure understanding of how a range of factors can inhibit this pupil’s ability to learn, and how best to overcome these.
• Demonstrate an awareness of the physical, social and intellectual development of children, and understand how to adapt teaching to support this pupil’s education at different stages of development.
• Have a clear understanding of the needs of this pupils and be able to use and evaluate distinctive teaching approaches to engage and support them.
Accurate and productive use of assessment:
• Know and understand how to assess pupil progress, including statutory assessment requirements.
• Use the Autism Education Trust (AET) framework to measure autism-specific areas of progress.
• Make use of formative and summative assessment to secure pupil’s progress.
• Use progress data to monitor progress, set targets and plan subsequent lessons.
• Give the pupil regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.
Manage behaviour effectively to ensure a good and safe learning environment:
• Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school and in the community, in accordance with the school’s Positive Behaviour Support policy.
• Employ appropriate proactive, active and reactive strategies to manage behaviours of concern.
• Have high expectations of behaviour by establishing clear boundaries for socially acceptable behaviour.
• Manage groups effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them.
• Maintain good professional relationships with pupils and act decisively when necessary.
• Attend and contribute to the pupil’s review meetings and multi-disciplinary team meetings.
• Work with pupil, families and the multidisciplinary teams to identify pupil centred goals.
• Demonstrate skill in communicating with pupils with autism and a range of physical, cognitive, and communication difficulties.
• Develop knowledge and application of communication strategies including total communication and the use of technology/software to communicate with pupils with a range of complex language and cognitive difficulties with support from the team.
• Ensure that feedback and appropriate information is given to pupils in a pupil centred manner.
• Liaise with members of the MDT and education team and work co-operatively and timely, with regard to facilitating pupil achievement of their EHCPs, IEPs and therapy plans.
• To provide feedback and advice to staff and members of the multidisciplinary team regarding the assessment and treatment of a pupils physical, functional, cognitive, sensory and perceptual abilities. This includes psychosocial needs.
• To provide feedback to relatives, carers and external agencies, as consented by the pupil or their advocate(s).
• Make referrals to other agencies as required/appropriate.
• Comply with the TT Safeguarding policy and do not use personal devices to contact families or p
To apply for this job please visit www.grassroots-recruitment.online.