Job Overview

Haute Vallee School is seeking to appoint a dynamic and enthusiastic individual to this new role within the school. The successful applicant will demonstrate an ability to focus on the support and wellbeing of our students with previously identified Low Prior Attainment (LPA). Leading a team of Learning Support Assistants (LSA) to provide appropriate and relevant intervention sessions to ensure the needs of our students are met. 

The post-holder must be able to demonstrate excellent interpersonal skills when dealing with students and their families, and when managing the team of LSAs.

The successful candidate will be organised, flexible, friendly and be able to work to deadlines, often changing priorities at short notice. This will be a rewarding role, seeing the positive impact the role will have on our students. 

There is a 50% teaching commitment with this role.

If you would like more information please contact Rob Allsopp, Deputy Head Teacher, either by email, at r.allsopp@hv.sch.je or by telephone, at 01534 736524.

Job Purpose

• This role is to be performed in accordance with the provisions of the Teachers Task and Teachers’ Terms and Conditions documents and within the range of duties set out in those documents so far as relevant to the post holder’s title and salary grade.
• To support the supervision of the LPA ARP Team.
• To interacts on a professional level with colleagues and parents and seek to establish and maintain productive relationships to meet the special educational needs of students identified as within the LPA range.  
• To be responsible for co-ordinating and overseeing the work of the LPA ARP.

Primary Responsibiities

• Responsible for supporting children and young people within the LPA ARP whose identified educational attainment levels are affecting educational progress and who are at risk of not accessing educational opportunities due to their current LPA levels.
• Advise and support classroom teachers, SENCOs, parents and the young person with identified LPA levels on teaching and learning interventions and practical strategies to enable access to the curriculum and social opportunities.
• Deliver effective advice and support for the teaching of individuals and groups, establishing realistic expectations and targets for attainment and inclusion so that teaching objectives are met.
• Work effectively and co-operatively with other agencies to provide a ‘team around the child’ approach to support.
• To work with the school to maintain and improve inclusive practice in relation to students with previously identified LPA.
• Through training, to assist the school to understand and to be able to respond proactively and positively to students with identified LPA.  To recognise how LPA may act as a barrier in aspects of learning and relationships with adults and students and how to intervene to minimise this.
• Develop, support and monitor programmes for students within the LPA ARP.
• Direct and support Learning Support Assistants to work with individual students and groups of students when appropriate; to enable them to assist in meeting learning and behaviour targets and in maintaining a positive and productive teaching and learning environment.
• Support the organisation of staff within the LPA ARP; to draw up timetables in conjunction with the Team Leader as required for students and Learning Support Assistants.

Primary Responsibilities Continued

• Identify staff training needs and support the Team Leader to carry out appraisals in line with department policies.
• Follow and feed into the school formative assessment and tracking systems with regards to reporting on and monitoring student progress and outcomes.
• Regularly assess and monitor the effectiveness of the programmes delivered to students.
• Maintain up to date, accurate records and provision for individual students which are regularly reviewed.
• Adhere to and contribute to the development of appropriate school and LPA ARP policies and procedures.
• Contribute to the statutory process with regards to a student who is in receipt of a Record of Need.
• Be responsible for the identified budget for the LPA ARP and maintain up to date records.
• To ensure the continual evaluation of the LPA ARP in line with relevant quality standards.
• Plan effective transitions for LPA ARP students at each key stage, including Project Trident and 16+, in line with CYPES policy and in liaison with key stakeholders.

Qualifications

• Be educated to degree level or equivalent.
• To have, or be eligible for Jersey Teacher status.
• Hold a post-graduate qualification or willingness to undertake a specialist qualification relevant to this post.
• Have a specific qualification or willingness to undertake training in dealing with challenging behaviours eg PROACT-SCIPr, MAYBO, SEN – behaviour.

Knowledge

• Understand how students’ learning is specifically affected by the impact of LPA conditions and social communication difficulties and how this may relate to educational expectations and classroom practice.
• Be familiar with the Code of Practice, the ‘Ordinarily Available’ document and the identification, assessment and support of students with Special Educational Needs.
• Make effective use of assessment information and student attainment and progress when advising staff in relation to LPA conditions.
• Understand the principles of early intervention and prevention.
• Sound Knowledge of the school’s curriculum, assessment and reporting systems.
• Sound Knowledge of Strategies for differentiation and modification of the environment and curriculum.
• Sound knowledge of child development in general and in relation to LPA needs and ability to relate this to classroom practice.
• Be familiar with current Health and Safety and Safeguarding policies.

Monitoring, Assessment and Accountability

• Assess individual educational needs of students with LPA needs within the classroom and social settings and to devise Individual Education Plans to address LPA specific difficulties.
• Reports to school, including assessment and recommendation advice.
• To evaluate students’ progress in line with assessment policy and guidelines regularly with other professionals involved.
• Evaluate own teaching/support critically to improve effectiveness and improved outcomes.
• Make effective use of evidence based data to inform outcomes when advising schools in relation to LPA conditions.
• Advise on and devise appropriate resources to support the needs of young people with identified LPA.

Other Professional Requirements

• Establish and maintain effective working relationships with professional colleagues and parents.
• Participate as required in meetings with professional colleagues and parents in respect of the duties and responsibilities of the post.
• To provide reports or case notes on individual students as required for the Service or in contribution to the work of other agencies.
• To ensure Education Department centrally agreed policies, practices and procedures are followed.
• To undertake relevant and appropriate CPD identified in the Service Development Plan and through performance management targets.
• To contribute to the development of Service policies.
• To undertake any other duties commensurate with the scale and function of the post that the Head Teacher may require.
• To update and share skills and knowledge through professional development and participate in staff training activities and meetings.

Other Professional Requirements Continued

• To carry out any other reasonable duties and responsibilities within the overall function, commensurate with the grading and level of responsibilities of the post.
• To carry out the duties and responsibilities of the post in compliance with the Education Department’s equal opportunities policies.
• The ability to support, motivate and develop individuals and work as part of a team.
• Have good organisational skills, excellent interpersonal and communication skills and be able to work flexibly.
• To maintain confidentiality and observe data protection and associated guidelines where appropriate.

Additional Requirements

• Be able to demonstrate sound ICT skills.
• Be able to evidence further and additional training (or to demonstrate a willingness to undertake such training).
• Be expected to take part in the annual review, performance monitoring and appraisal process.
• Hold a current driving licence and be available to travel across the Island.