About this role
Elm Tree Primary Academy is a brand new special school in Sandwell for autistic pupils from Reception to Year 6 who have additional learning needs in Friar Park Road Wednesbury.
This is a very exciting opportunity for Victoria Academies Trust who are looking to appoint an enthusiastic and highly motivated Teacher. We welcome applications from teachers with a range of experience in working with autistic pupils with additional learning needs. The position will allow the successful candidate to be part of a small team and grow with the school as it reaches its full capacity by September 2025
We are looking for candidates who are:
Creative thinkers, passionate, committed and have the determination to secure the best possible outcomes for every child
Have the experience and skills to work with autistic pupils
Energetic, positive and have the ability to work effectively as part of our team
Willing to go the extra mile to make great things happen for our children
We can offer the successful candidate
- A commitment to continuing professional development A supportive and hardworking staff team who are united in their drive to ensure children achieve the very best outcomes academically and socially Friendly and happy children who are keen and eager to learn Happy to discuss flexible working
Job Description
Main Purpose
Be responsible for the learning and achievement of all pupils in the class ensuring equality of opportunity for all.
Be responsible and accountable for achieving the highest possible standards in work and conduct.
Treat pupils with dignity, building relationships rooted in mutual respect and at all time observing boundaries appropriate to a teachers professional position.
Work proactively and effectively in collaboration and partnership with learnings, parents/carers, academy councillors, other staff and external agencies on the best interests of the pupils.
Act within the statutory frameworks which set out their professional duties and responsibilities in line with the current teacher’s standards.
Planning
When planning, a class teacher will be required to:
Implement and deliver an appropriately broad, balanced, relevant and differentiated
curriculum, in line with the curriculum policies of the school;
Produce planning in accordance with school policy and procedures, and within required deadlines;
Identify clear, relevant, challenging teaching and learning objectives, and specify how they
will be taught and assessed;
Set tasks which engage, involve and challenge pupils, whilst ensuring a high level of interest
and enjoyment;
Set appropriate and high expectations;
Set clear, aspirational targets, building on prior attainment;
Identify and plan appropriate interventions to accelerate progress;
Provide clear structures for lessons in order to maintain pace, motivation and challenge;
Make effective use of assessment to inform planning of teaching and learning, whilst
ensuring coverage of identified programmes of study.
TEACHING
When teaching a class teacher will be required to:
Teach clearly structured lessons and sequences of learning which interest and motivate the pupils, make learning objectives and outcomes clear, promote active and independent
learning
Actively engage and involve all pupils in high quality, challenging learning experiences
Make learning interesting, fun and exciting;
Use a variety of interactive teaching strategies to facilitate, scaffold and support learning
Differentiate teaching to meet the needs of pupils, taking into account varying interests, experiences and achievement of boys and girls, different social, religious, cultural and ethnic groups, to enable them to make good progress;
Develop key skills as an integral part of all curriculum areas
Personalise Learning
Use ICT effectively in teaching and learning, and as an embedded part of the curriculum;
Establish a purposeful learning environment, where diversity is valued and pupils feel safe, secure and confident;
Organise and manage teaching and learning time effectively;
Build successful relationships centered on teaching and learning; cultural and
Provide home-school opportunities which consolidates and extends learning carried out in the class and encourages independent learning;
Recognise and respond effectively to equality issues as they arise in the classroom, stereotyped views, bullying and harassment in accordance with school policy and procedures;
Evaluate their own teaching critically to improve effectiveness;
Organise and manage Teaching Assistants and other in the classroom to maximise the outcomes for pupils’ learning.
Class Management
All class teachers will be expected to:
Establish a clear framework for classroom routine and structure
Set high expectations for pupils through well focused teaching, challenging learning, fostering positive relationships;
Use effective strategies in order to establish and maintain an appropriate learning environment, pre-empt and address any potential difficulties
MONITORING, ASSESSMENT, RECORDING, REPORTING
As part of Monitoring, Assessment, Recording and Reporting all class teachers will be required to:
Assess pupils’ level of learning and understanding in relation to identified learning
objectives, and use monitoring and assessment information to inform planning, teaching and
learning;
Use Assessment for Learning strategies to monitor and assess the effectiveness of learning, provide immediate and constructive response to support pupils as they learn;
Promote pupil voice, self-advocacy and agency;
Assess pupils’ progress accurately against appropriate standards;
Record and track pupils’ progress and attainment systematically, in order to provide
evidence of development, identify strengths and areas requiring improvement, inform
teaching and learning targets;
Identify and support pupils with differing needs, profiles and requirements
Use assessment data to inform planning;
Report on pupils’ attainment an progress to parents, carers, other professionals and pupils as
appropriate;
Analyse assessment and tracking data, identify strengths and areas or pupils requiring
targeted improvement.
OTHER PROFESSIONAL REQUIREMENTS
In addition all class teachers will be expected to:
Have a working knowledge of teachers’ professional duties and legal liabilities;
Operate at all times within the stated policies and practices of the school;
Establish effective working relationships, set a good example through presentation, personal
and professional conduct;
Endeavour to give every child the opportunity to reach their potential and meet high
expectations;
Take on the responsibility for leading and managing one or more curriculum areas or aspects
of the school’s provision, as delegated;
Contribute to the corporate life of the school through effective participation;
Contribute to the delivery of extra-curricular provision;
Liaise effectively with parents and Academy Councillors;
Take on any additional responsibilities which might from time to time be determined;
Actively engage in Performance Management, training, continuous professional
development and other learning activities as required;
To be aware of and comply with policies and procedures relating to child protection and
safeguarding, health and safety, security, confidentiality and data protection, reporting all
concerns to an appropriate person;
Work collaboratively with other professionals
Subject Management: TBC
Applicants are strongly encouraged to visit the school. To arrange a viewing, please contact [email protected]
Please note that a class observation will be required as part of the interview process.
Note
Please note that this is illustrative of the general nature and level of responsibility of the role. It is not a comprehensive list of all tasks that the teacher will carry out. The post holder may be required to do other duties appropriate to the level of the role.
Elm Tree Primary Academy is committed to the safeguarding and and promoting the welfare of children and expects all staff and volunteers to share this commitment.
The successful candidate will be subject to an enhanced DBS disclosure. All shortlisted candidates will be subject to an online search as part of our recruitment process.
Rehabilitation of Offenders Act
This post is exempt from the provisions of the Rehabilitation of Offenders Act 1974. Appointment to this post is subject to an enhanced DBS disclosure which confirms the appointee is not on the Children’s Barred list being obtained. If you are shortlisted you will be asked to disclose any convictions, cautions, reprimands or final warnings that are not "protected" as defined by the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975 (as amended in 2013)
Personal Specification
EssentialDesirableQualifications
Educated to degree level
Fully Qualified Teacher Status
Evidence of further professional qualifications in additional needs and disabilities
Evidence of continued professional Development related to autism, Communication Strategies, Sensory Processing needs
Knowledge, Skills and Understanding
A record of successful teaching (evidenced through performance management reviews; observations and references)
The ability to manage, guide and support a small number of Teaching Assistants allocated to the class.
Understanding of and experience in Autism
A good understanding of positive approaches to supporting children who are dysregulated
Ability to personalise the curriculum
An effective communicator - written and oral
Good organisational skills
The ability to work positively within a team
The ability to be flexible/creative thinker
The ability to motivate and enthuse pupils in variety of subject areas
The ability to co-ordinate a subject within the school or across the department
Teaching Experience in a primary or secondary setting, within a specialist environment
Teaching experience in a special school setting
Able to use a range of augmented communication e.g. signing, intensive interaction communication aids, objects of reference
An understanding of low arousal approaches
An understanding of sensory processing needs and strategies
Knowledge of appropriate curriculum for pupils in identified key stages
Experience working with a multi professional team including speech and language therapists
Experience of delivering extra-curricular activities
Personal Qualities
Open minded and creative
A reflective practitioner
Able to motivate others
Sensitive and responsive to the needs of children
ICT literate
Ability to meet deadlines and manage time
Commitment to the following
Supporting pupils with additional needs
Positive teamwork
Raising standards for all pupils
Other
Competent Swimmer
Minibus Driver