The Collett School SPECIAL EDUCATIONAL NEEDS

Application Pack for the post of Teacher

Introduction

The Collett School is in an association with St Luke’s School and Forest House Education Centre. Across the three schools, the Executive Headteacher leads the combined provisions, based in Hemel Hempstead, Redbourn and Radlett.

The Collett School is a dynamic place to work and teach. Flexible approaches to learning and a creative, happy environment support teachers’ creativity and opportunities to take risks with learning (but not with children’s safety!) We focus on pupils’ learning and encourage passionate people with a belief in making a difference to the lives of these young people, to try, investigate, research and apply this to move pedagogy of SEND forward. We want ‘outstanding’ teachers, though to be so, you have to be prepared to fail and reflect so that we can all benefit from yours and each others’ progressive thinking.

This is a challenging, but exciting time to be part of special educational needs where the impact of the each member of staff will continue to shape the school for the next generation of pupils. Visionary development, a keen focus on standards, a sharp understanding of procedures, systems and data analysis will support the school effectively in what we’re needing to do and what’s required for where we’re heading.

Best wishes,

Stephen Hoult-AllenExecutive Headteacher

Job Title: Teacher

Reports to: Department Lead Teacher, Head of School, Executive Headteacher

Salary Range Collett Pay Scale: M-Scale and Upper Pay Scale with SEN point, Fringe.

Hours: Teachers’ Pay and Conditions

Job contextThe Collett School is a special educational needs school for children with cognitive disabilities. These include complex learning difficulties including MLD, SLCN and ASD. Many children of the school have additional needs including medical needs. The school welcomes staff with high skills and standards, who have a commitment to their continued professional development.

Purpose of the jobTo deliver high quality teaching and facilitation of learning for children with SEND in order for them to make good or better progress. To impact greatly on pupils’ learning through effective planning, assessment and moderation of standards that support innovation and a relevant curriculum. To ensure children are safe and kept safe, whilst developing the skills and knowledge to develop independent skills in keeping themselves safe.

To assist the Headteacher in the leadership and management of the school by: Keeping children safe Fulfilling the expectations of your paid position Being a strong advocate for change and champion school improvement Conveying a positive ‘can do’ attitude and presenting a ‘united front’ to secure successful outcomes for

pupils and the school Supporting the development and achievement of the school’s vision to secure success and improvement Working in partnerships to promote the continuity of the school’s provision Helping to secure the commitment of the wider community to improve our young peoples’ prospects in the

mainstream world by developing, nurturing and maintaining effective networks Ensuring compliance with School policies and, other statutory requirements of schools, employment and

the law

Key ResponsibilitiesMain dutiesAll teachers work within the statutory conditions of employment set out in the current School Teachers’ Pay and Conditions Document.

The Collett School

TeacherJOB DESCRIPTIONReviewed February 2018

Strategic Direction and Development of the School Contribute to school projects which aim to meet the aspirations of the ethos, vision and aims of the

School and School Improvement and Development Plan Lead by example in helping to create a productive school ethos Support the development of our provision for pupils up to young adulthood (post-‐16) Take ownership of your own continued professional development and seek to advance your skills for the

benefit of the school and your own personal goals Share and demonstrate a commitment to Teacher-led Development Work and Action Research to

improve your own teaching and the impact of teaching on pupils’ learning

Teachers are responsible for: Devising, Planning and delivering high quality teaching to ensure pupils achieve better than expected progress in

learning Identifying changes to the pupil’s SEND as the pupil ages Supporting the co-ordination of provision that meets those needs Supporting the monitoring and effectiveness of specific SEND provision made for the pupil Supporting the relevant services for the pupil Ensuring each pupil’s EHCP effectively portrays the child and their needs Liaising with and providing information to the pupils’ parents/carers Ensuring that, where the pupil transfers to another school or educational institution, all relevant information is

conveyed to the Headteacher, Office staff and teacher of the pupil Promoting the pupil’s inclusion in the school community and access to the school’s curriculum, facilities and

extra-curricular activities. Reading current material on SEND to ensure you are abreast of developments in SEND provision and the role of

the SENCO Modelling good practices in teaching and learning Interpreting data to support pupil progress Attending meetings with other outside agencies Adhering to statutory assessment paperwork Supporting colleagues with behaviour issues through training, in class support and strategies for classroom

management Thinking creatively and imaginatively to anticipate and solve problems and identify opportunities.

Knowledge and Understanding of: How to keep children safe, with a thorough understanding of Keeping Children Safe in Education What constitutes quality in educational provision at the Key Stage(s) you work with; the characteristics of

effective practice and strategies for raising pupils’ achievement How to promote pupils’ spiritual, moral, social and cultural development and good behaviour through effective

management and leadership How to seek and use national, local and school data, OfSTED evidence and research findings in your planning

and those of the whole school to set the context Understand target setting with national benchmarking and new systems as they are implemented by the

Government of the day Examinations, their relevance to our pupils (for now, college and industry requirements) and effective pedagogy

for supporting young people with SEND to access these National developments in education; specifically those that affect teaching and learning in special schools

Teaching and Managing Pupil Learning Act as a role model by providing inspirational and creative teaching which secures high standards of learning,

behaviour and motivation Carry out the professional duties of a teacher as set out in the School Teachers’ Pay and Conditions

document and the DFE’s Teachers’ Standards Framework Ensure your own teaching is at a level appropriate to the expectations of your pay grade Play a significant role in creating and maintaining a climate which promotes and secures good teaching,

effective learning, high standards of achievement and good behaviour Implement the curriculum and its assessment; monitor and evaluate practice in order to identify and act on

areas for improvement Actively promote the application of literacy, numeracy and ICT across the curriculum for all Key Stage pupils Help to create and implement positive strategies to celebrate diversity and to promote good race relations Help to ensure that pupils in the Key Stage develop study skills in order to learn more effectively and with

increasing independence Take full or shared responsibility for the leadership and management of an agreed subject or aspect Identify a personalised plan for each of your pupils’ learning Ensure each pupil’s EHCP is managed effectively

Assessment, Achievement, Attainment and Evaluation Play a significant role in making explicit to pupils, parents, teachers and the wider community the school’s

high expectations that all pupils can succeed Support the monitoring, evaluating and reviewing the effectiveness of policies, priorities and targets Participate fully in regular moderation exercises Ensure moderation files of pupil standards are updated regularly and benchmarked with provision in

mainstream and special schools, national expectations and national guidelines Ensure teaching support use best practices of marking, monitoring and analysis when assessing pupil

work Ensure accuracy Meet with your line manager/ SLT to ensure pupils’ progress is monitored and targets are in place for each

child Ensure each child has a clear portfolio of attainment, achievements and needs and understand how these are

being met/ worked towards meeting

Managing and Developing Staff and Other Adults Help to sustain effective systems for Performance Appraisal Motivate and help to enable all staff in the department to carry out their respective roles to the highest

standards Ensure that constructive working relationships are formed Contribute to the professional development of staff through example, induction, mentoring and in service

training (departmental and whole school)

Managing resources, the Teacher will: Work with the Leadership Team in the process of recruiting staff of the highest quality when required Work with the Leadership Team to set appropriate priorities for expenditure and allocation of funds to ensure

effective resources across Key Stages Manage, monitor and review the range, quality, quantity and use all available resources in order to improve

pupils' achievements, ensure efficiency and secure value for money for those you teach

Managing Own Performance and Development Demonstrate resilience Abide by the school’s Code of Conduct Take responsibility for your own professional development Use effective ICT skills for teaching, learning and management Prioritise and manage your own time effectively Work calmly under pressure and to deadlines Sustain personal motivation and that of your colleagues Work collaboratively to support yourself and colleagues in achieving Performance Appraisal objectives Motivate and help to enable all staff in the school to carry out their respective roles to the highest standards Contribute to the professional development of staff through example, induction, mentoring and in service

training

Relations with Parents and the Wider Community Actively seek opportunities to develop effective relationships with the community to extend the curriculum

and to enhance teaching and learning in the Key Stage Create and maintain an effective partnership with parents of pupils in your class to support and improve pupils’

achievement and personal development

Ensure that parents and pupils are well-informed about all relevant matters regularly – this might be daily/ weekly/ bi- weekly depending on the child and their needs

Knowledge, experience and skillsetsThe postholder must be able to demonstrate the: Ability to communicate effectively both orally and in writing across a wide range of audiences Ability to complete work to a high standard of accuracy and presentation Strong numeracy skills and literacy skills (minimum of GCSE grade C in English and Maths) Evidence of computer proficiency, including Word and Excel Experienced knowledge of computerized systems including SIMS Enjoyment of working in a school environment Experience of secretarial and administrative work Experience of financial administrative tasks Attention to detail with accurate record keeping Ability to use standard office software Ability to work in a team Ability to read, comprehend and be able to apply policies consistently over time Ability to understand the curricular requirements of the school, including statutory requirements Ability to work with a minimum of supervision and within a team Ability to work with initiative and to tight deadlines Good organizational skills

Safeguarding children In accordance with the school’s commitment to follow and adhere to the Department for Education’s

child protection guidance and all relevant guidance and legislation in respect of safeguarding children, the Head of School is required to demonstrate commitment to promoting and safeguarding the welfare of children and young people in the school.

All staff are required to maintain appropriate professional boundaries in relationships with children and with all members of the school community and outside agencies, and exercise sound professional judgement which always focuses upon the best interests of the pupils and the school.

All staff are also required to know and comply with the DfE document ‘Keeping Children Safe in Education’ (April 2014).

All staff are required to have satisfactory Enhanced DBS clearance.

EqualitiesBe aware of and support difference and ensure that pupils and colleagues have equality of access to opportunities to participate, learn and develop. The school does not tolerate exploitation, prejudice or bullying with regards to learning or physical disability/difficulty, age, gender, sexual orientation, transgender, mental health, religion, nationality or ethnicity.

Health and Safety Be aware of and comply with policies and procedures relating to child protection, health, safety and

security, confidentiality and data protection; and report all concerns to an appropriate person. Follow school procedures for moving and safe handling, first aid and Hertfordshire Steps behaviour

programme.Make the team aware of situations where it is not safe for you to intervene and hand over to another member of staff ensuring the child(ren)’s safety and others’ well being.

DBS – Disclosure and Baring Service This post is classed as having a high degree of contact with children or vulnerable adults and is exempt

from the Rehabilitation of Offenders Act 1974. An enhanced disclosure will be sought through the Hertfordshire County Council’s pre-employment

checks. Further information is available from the Hertfordshire ‘grid’ for education.

Additional Information The jobholder is required to contribute to and support the overall aims and ethos of the school All staff are required to participate in training and other learning activities, and in performance

appraisal in line with the school's policies and practice. All policies, guidance and procedures are located on the school website

The duties and responsibilities listed above describe the post as it is at present. The post holder is expected to accept any reasonable alterations that may from time to time be necessary.

SupervisionThe frequency of meetings is determined by the school's performance appraisal policies and practice. Where performance is poor or unsafe, that member of staff will be informed and consideration of the school’s competencies policies may be undertaken.

The postholder is line managed by the Bursar

Physical EffortTo what extent does the job involve physical effort/strain over and above what would normally be incurred in a day-to-day office environment? The job is likely to involve supporting children after falls or accidents The use of Hertfordshire Steps behaviour support procedures, which involves guiding pupils in Stepon

and within Stepup the moving and where directed, the physical restraint of pupils Moving and handling children and young people In order to undertake the post effectively, adults will be regularly moving around the school, requiring

a degree of physical stamina over the course of a day

Working EnvironmentThe jobholder works directly with teachers and pupils and has routine and regular contact with parents and carers and with external agencies and professionals. Training and CPD opportunities are led by all groups of postholders within the school as well as external providers.

To what extent is the job exposed to objectionable, uncomfortable or noxious conditions over and above what would normally be experienced in a day-to-day office environment?

The job may involve adults being in situations that children and young people hit out, kick, spit, slap, punch, throw missiles, pull clothing/hair, scream, use extreme language and swearing. The job may include clearing up blood or other bodily fluids of children after accident or sudden illness.

Person specification – Teacher

The Collett School

TeacherPERSON SPECIFICATIONReviewed February 2018

Essential/ Desirable person specifications: Evidence Sought

QualsESSENTIAL:

o English and Maths GCSE grade C or above, A’Levels, Degree, Teaching Qualification

Certificates at selection event

DESIRABLE: o Masters Degree

Training ESSENTIAL:

o Evidence of continuing professional developmento Evidence of training in safeguarding including child protection

Application formSelection event

DESIRABLE:

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o A comittment to keeping children safeo Comittment to working with SENDo Teachingo Effective teamworko Managing own CPDo Working to deadlineso Managing Health and Safetyo Comittment to wider school events/ activitieso Effective timekeepingo High attendance rates

Application formSelection event

DESIRABLE:o Managing budgetso SEND teaching

Know

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ESSENTIAL: o Strong Teaching Skillso Strong literacy and numeracy skillso Computer literacy across a range of ICT packageso Abe to understand national and regional educational services

and deliver appropriate strategieso Understanding of educational issueso Understanding of promoting positive relationships with the

wider school communityo Able to work under pressure, to deadlines and to be able to

prioritise workload, work streams and line manage others to effectively deliver outcomes, on time

o Knowledge of pedagogical issues that impact on learners and the school environment

Application formSelection event

DESIRABLE:o Coaching and mentoring skillso Experience of working with children with SEND

Pers

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ESSENTIAL:

o Highly developed interpersonal skills with adults and childreno Resilience and a positive attitudeo Willingness to constructively challenge the work of self and

others to continually improve own and team performanceo Enjoyment of working in a school environmento Has a determination to improve the outcomes and

experiences for children and young people with special educational needs and disabilities

o Able to hold accountability and take responsibility for self and others

o Adaptability to learn new skills and respond effectively to changes imposed and created by the school

o Solution focusedo Understand the impact of each individual in a teamo Commitment to driving up standards and self-improvement

Application formSelection event

DESIRABLE:

Recruitment and Selection Policy Statement

The safe recruitment of staff in schools is the first step to safeguarding and promoting the welfare of children in education. The school is committed to safeguarding and promoting the welfare of children and young people and expects all staff, volunteers and other workers in the school to share this commitment. It is recognised that this can only be achieved through sound procedures, good inter-agency co-operation and the recruitment and retention of competent, motivated employees who are suited to, and fulfilled in the roles they undertake.

This school recognises the value of, and seeks to achieve a diverse workforce which includes people from different backgrounds, with different skills and abilities. The school is committed to ensuring that the recruitment and selection of all who work within theschool is conducted in a manner that is systematic, efficient, effective and promotes equality of opportunity.

Selection will be on the basis of merit and ability, assessed against the qualifications, skills and competencies required to do the job. The school will uphold its obligations under law and national collective agreements to not discriminate against applicants for employment on the grounds of age, sex, gender preference, sexual orientation, marital status, disability, race, colour, nationality, ethnic origin, religion or creed.

The school will implement robust recruitment procedures and checks for appointing staff and volunteers to ensure that reasonable steps are taken not to appoint a person who is unsuitable to work with children, or who is disqualified from working with children, or does not have the suitable skills and experience for the intended role.

The school will ensure that the terms of any contract with a contractor or agency requires them to adopt and implement measures described in this procedure. The school will monitor the compliance with these measures and require evidence that relevant checks have been undertaken for all workers deployed to the school.

The following pre-employment checks will be required:• Receipt of at least two satisfactory references*• Verification of the candidate’s identity• A satisfactory Disclosure and Barring Service (DBS) disclosure• Verification of the candidate’s medical fitness• Verification of qualifications• Verification of professional status where required e.g. QTS status (unless properly exempted)• The production of evidence of the right to work in the UK.

NB It is illegal for anyone who is barred from working with children to apply for, or work in a school in any voluntary or paid capacity.

* In exceptional circumstances, where you have good reason not to want your referees to be contacted prior to interview, you should set out your reasons with your application form. The school will liaise with you and where they agree to defer in such cases, referees will be contacted immediately after interview and before an offer of employment is made.

The school will keep and maintain a single central record of recruitment and vetting checks, in line with Department for Education requirements.

The school requires all staff and volunteers who are convicted or cautioned for any offence during their employment to notify the school, in writing of the offence and penalty.

All posts within the school are exempt from the Rehabilitation of Offenders Act 1974 and therefore all applicants will be required to declare spent and unspent convictions, cautions and bind-overs, including those regarded as spent and have an Enhanced Criminal Records Disclosure. A previously issued Disclosure and Barring Service Disclosure Certificate will only be accepted in certain restricted circumstances.

The Disclosure and Barring Service has published a Code of Practice and accompanying explanatory guide. This School is committed to ensuring that it meets the requirements of the Disclosure and Barring Service in relation to the processing, handling and security of Disclosure information.

Data ProtectionDuring the course of employment the Executive Headteacher will have access to data and personal information that must be processed in accordance with the terms and conditions of the Data Protection Act and properly applied to pupils, staff, school business and information.

Freedom of InformationThe Executive Headteacher must be aware that any information held by the school in theory couldbe requested by the public, including emails and minutes of meetings. It is therefore essential that records are accurately recorded and maintained in accordance with the school’s policies.

Teacher Self Audit –Evidencing Standards

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Copy and paste the tick in the box you feel represents your evidence e.g. 1. Is work challenging enough for pupils? Does it meet their individual needs?

- Set goals that stretch and challenge individuals- Set goals that stretch and challenge groups of vulnerable learners

- Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively and make progress against set benchmarked targets2. Do pupils’ responses demonstrate sufficient gains in their knowledge, skills and understanding?

- Teach pupils to reflect on the progress they have made and their emerging needs- Demonstrate an understanding of and take responsibility for promoting high standards of numeracy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject3. Do teachers monitor pupils’ progress in lessons and use the information well to adapt their teaching?- Reflect systematically on the effectiveness of lessons and approaches to teaching- Make use of formative and summative assessments to secure pupils’ progress- Moderate the work of pupils regularly with exemplars and other teachers as a matter of course4. Does teaching engage learners and promote positive attitudes to learning?– Encourage pupils to take a responsible and conscientious attitude to their own work and study– Promote a love of learning and children’s intellectual curiosity5. Do teachers use questioning and discussion to assess the effectiveness of their teaching and promote pupils’ learning?– Guide pupils to reflect on the progress they have made and their emerging needs– Reflect systematically on the effectiveness of lessons and approaches to teaching6. Do pupils understand how to improve their work?- Give pupils regular feedback, both orally and through accurate marking, and enables pupils to respond to the feedback to show they have learnt

- Use assessment systems including CAPPS with pupils to ensure progress is targeted and bespoke7. Do teachers manage behaviour effectively?– Follow school systems for managing behaviours across the school and take responsibility of promoting good and courteous behaviour– Maintain good relationships with pupils, exercise appropriate authority and act decisively where necessary8. Do teachers use learning assistants effectively?-Deploy support staff effectively to-Enable support staff to fulfill the requirements of their job description and person spec.-Hold appropriate expectations of support staff to maximise pupils’ learning opportunities9. Are marking, assessment and testing used well to help pupils improve their learning?– make use of formative and summative assessment to secure pupils’ good or better progression inlearning10. What are the views of the pupils, parents and staff?– Communicate effectively with parents with regard to pupils’ achievements and well-being– Treat pupils with dignity, building relationships rooted in mutual respect– Develop effective professional relationships with colleagues11. Do pupils make good progress over time?- Be accountable for pupils’ attainment, progress and outcomes in their class- Be accountable for pupils’ attainment, progress and outcomes in subjects they lead across the school

Teachers’ Standards in England Part OneSelf Audit

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StandardA teacher must:

Exemplification

Copy and paste the tick in the box you feel represents your evidence e.g.

1. Set high expectations which inspire, motivate and challenge pupils

establish a safe and stimulating environment for pupils, rooted in mutual respect

set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions

demonstrate consistently the positive attitudes, values and behaviour, which are expected of pupils.

2. Promote good progress and outcomes by pupils

be accountable for pupils’ attainment, progress and outcomes

be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these

guide pupils to reflect on the progress they have made and their emerging needs

demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching

encourage pupils to take a responsible and conscientious attitude to their own work and study

3.Demonstrate good subject and curriculum knowledge

have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings

demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics

if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies

4. Plan and teach well structured lessons

impart knowledge and develop understanding through effective use of lesson time

promote a love of learning and children’s intellectual curiosity

set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired

reflect systematically on the effectiveness of lessons and approaches to teaching

contribute to the design and provision of an engaging curriculum within the relevant subject area(s)

5. Adapt teaching to

know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

Teachers’ Standards in England Part OneSelf Audit

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StandardA teacher must:

Exemplification

Copy and paste the tick in the box you feel represents your evidence e.g. respond to the strengths and needs of all pupils

have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these

demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development

have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and supportthem

6. Make accurate and productive use of assessment

know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

make use of formative and summative assessment to secure pupils’ progress

use relevant data to monitor progress, set targets, and plan subsequent lessons

give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback

7. 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, in accordance with the school’s behaviour policy

have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly

manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary

8. Fulfil wider professional responsibilities

make a positive contribution to the wider life and ethos of the school

develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support

deploy support staff effectively

take responsibility for improving teaching through appropriate professional development, responding to advice and feedback fromcolleagues

communicate effectively with parents with regard to pupils’ achievements and well-being

Teachers’ Standards in England Part OneSelf Audit

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A teacher must:Exemplification

Copy and paste the tick in the box you feel represents your evidence e.g.

Teachers’ Standards in England PreambleTeachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self- critical; forge positive professional relationships; and work with parents in the best interests of their pupils.

Teachers’ Standards in England Part Two

PERSONAL AND PROFESSIONAL CONDUCT

A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:

o treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position

o having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions

o showing tolerance of and respect for the rights of otherso not undermining fundamental British values, including democracy, the rule of law,

individual liberty and mutual respect, and tolerance of those with different faiths and beliefs

o ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.

Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.

Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.