Kingsweston School
Class Teacher
Applicant Information Pack
Vacancies
2 x Full Time Permanent – SLD strand 1 x Full Time Permanent – ASC strand 1 x Full Time Fixed Term – ASC strand
Dear Applicant,
Thank you for your interest in the position of Class Teacher at Kingsweston School.
I hope you find the information helpful. If you feel that that this is a post for which you would like to apply, please complete all sections of the Application Form and return it to Ellie Maby, School Business Manger by either of the following ways:
Email: E_Maby@kingsweston.bristol.sch.uk
Post: Kingsweston School Napier Miles Road Kingsweston Bristol BS11 0UT
Please ensure you provide the name, addresses (including email addresses where possible) of two referees. Candidates should be aware we will seek references on shortlisted candidates and may approach previous employers for information to verify particular experience or qualifications before interview.
Our school operates on a 2 strand model, the SLD strand (severe learning difficulties) and the ASC strand (autism spectrum condition) and we are recruiting to both strands. Candidates are invited to state their strand preference on their application form or request to be considered for both strands.
The closing deadline for applications is Monday 13th May at 11.00am 2019.
Interviews for positions in the ASC strand will take place on Thursday 16th May. Interviews for positions in the SLD strand will take place on Friday 17th May.
Candidates will be invited to interview via email. If you have not been invited to attend by 12.00 noon on Tuesday 14th May you should assume that your application has not been successful. Unfortunately, we will not be able to provide feedback on your application at this stage.
If you would like to find out more about Kingsweston School before you apply please see our website www.kingsweston.bristol.sch.uk If you’d like an informal chat about the post or to arrange a visit please contact Jo Hill, Co-Headteacher at [email protected]
We wish you well and thank you once again for your interest in what we believe will be a challenging and rewarding post.
Yours sincerely
Neil Galloway & Jo Hill
Co-Headteachers
Kingsweston School is a large and diverse specialist provision in the north-west of Bristol operating from four sites and catering for pupils with ASC and complex and severe learning difficulties.
Our school operates in 2 strands and we are looking to recruit well-qualified and suitably experienced teachers to both strands.
We have 2 full time permanent vacancies in our SLD strand (severe learning difficulties) and 1 full time permanent vacancy and 1 full time fixed term vacancy (linked to maternity leave) in our ASC strand (autism spectrum condition).
Our SLD strand consists of provision at our Napier Miles Road site. We have young people at the site aged 4 to 19. The cohort are pupils who are at the earlier stages of development, where communication and independence skills are a core part of our curriculum. A number of the pupils’ exhibit significant challenging behaviours and complexity of need. Many also have a diagnosis of autism.
Our ASC strand consists of 3 age related provisions. KS2 is co-located with a local primary school. KS3 and KS4 are co-located with a local Secondary Academy. KS5 is part of a college campus. All pupils have a diagnosis of autism spectrum, some exhibit additional barriers to learning.
All posts start on 01.09.2019 and successful candidates will be informed by Tuesday 21st May so that if applicable, they can submit their resignation to their current employer by the 31.05.2019 deadline.
We are keen to recruit teachers who will support the school in its drive towards becoming outstanding, therefore the best candidates would be excellent practitioners in delivering maths and English and have a proven track record of being good or outstanding.
All of our pupils require clear structure, access to visual communication strategies, ICT availability and individualised programmes in order to meet their needs. As a teacher you will need excellent organisational and communication skills together with the ability to collaborate effectively with other members of the department team and those outside it, including visiting professionals.
NQTs will only be considered if they are able to demonstrate via the application process that they have a minimum of 2 years’ full time equivalent experience in working with similar young people e.g. as a learning mentor / TA in a special school / resource base setting. Applications are welcome from teachers in mainstream settings who are able to articulate a passion for supporting pupils with SEN.
Our Vision and Values
Our Vision and Values
We hope that pupils, parents, staff and all of those with whom we engage will be proud to be a member of the wider Kingsweston community.
KINGSWESTON SCHOOL
Job Title: Class Teacher
Responsible to: Head Teacher and the Governing Body
The appointment is subject to the current conditions of employment for teachers contained in the School Teachers’ Pay and Conditions Document (copy available at www.education.gov.uk) and any other current applicable legislation. Reference should also be made to the 2003 National Agreement and the new Teachers’ Standards applicable (copy available at www.education.gov.uk), applicable from September 2012.
The post holder will comply with Health and Safety requirements and specifically will take reasonable care of him/herself and other persons who may be affected by his/her acts or omissions at work (Health and Safety at Work Act 1974), and other relevant employment legislation and school policies.
The Governing Body reserve the right to amend the job description at any time after consultation with the post holder.
All staff at Kingsweston School are expected to:
• Engage with, and to promote, the school’s Vision and Values and aims;
• Be excellent practitioners and team members who adhere to high professional standards;
• Work together effectively in class teams by working to the school’s professional values and practices and supporting our aspirations for all pupils in our school community.
GENERAL DESCRIPTION OF THE POSTS
As a class teacher, to be responsible for the teaching and well-being of pupils with ASC and complex and severe learning difficulties.
You will:
• Plan and teach a range subjects across the curriculum aiming for all pupils to achieve their best and for them to make at least good progress;
• Be able to analyse and evaluate pupils learning and attainment effectively, including identifying and addressing additional impacts;
• Ensure that pupils are well looked after and that they have opportunities to develop their confidence, self-esteem and independence;
• Be responsible for promoting positive pupil behaviour in accordance with the school’s Behaviour Policy;
• Ensure that pupils’ personal care needs are well provided for;
• Lead a small team of teaching assistants;
• Establish and maintain effective relationships with parents/carers and a range of visiting professional staff;
• Be responsible for engaging in effective, sustained and relevant professional development.
PLEASE NOTE:
Staff at Kingsweston are appointed to the school community rather than to any specific site or strand, although upon initial appointment we will generally be asking applicants to express a preference for a particular strand. Whilst subsequent preferences and expertise will be recognised and taken into consideration, staff may be asked to work at any of the sites.
Kingsweston School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. This post will be subject to satisfactory references, enhanced DBS clearance and a health assessment.
Kingsweston School Person Specification for Classroom Teacher
ESSENTIAL DESIRABLE
Recognised Teaching Qualification (QTS). Evidence of a commitment to
ongoing CPD. Experience of working with children with severe learning difficulties, ASC and challenging behaviour. Specialist SEN qualification.
A track record of consistently good or better teaching. Experience of working with primary aged pupils. Able to demonstrate an approach and attitude towards teaching and school life which is highly consistent with school aims and values. Able to bring a fresh approach by providing innovation to improve An ability to demonstrate equality of opportunity in existing best practice. all aspects of work.
A willingness to drive a school To communicate enthusiasm towards teaching and working with young people with special needs. minibus.
Able to show highly developed organisational skills. Experience of Team Teach or a similar behavioural support system. Show evidence of being a reflective practitioner and a lifelong learner, who is able to develop their practice Experience of working within a special school. Show an ability to, and demonstrate an understanding of the importance of motivating Experience of more than one phase children, creating an outstanding working and learning atmosphere and promoting a positive of education. attitude towards great behaviour.
Experience of Attention Autism. To have an understanding of core subjects and how these can be worked with creatively to provide a relevant, creative and engaging curriculum offer Ability to use Makaton, PECS and for all pupils. Communicate in Print as an aid to communication and to support To have a strong knowledge base and ability to differentiation. concisely articulate up to date research around learning difficulties and ASC and apply this in practice.
To have high expectations of the children and plan work that is challenging and stimulating in line with their individual needs.
To demonstrate knowledge and application of assessment for learning processes to enhance outcomes for pupils.
Knowledge of and commitment towards the use of data as a tool to inform teaching and so enhance pupil learning.
Provide evidence from previous work of forming supportive and caring relationships with children and young people, promoting their independence and raising their self-esteem and confidence.
A pupil centred approach to learning and a commitment to the significance of pupil voice in the teaching and learning process.
A high level of skill in communicating with pupils and adults.
An understanding of the fundamental role of parents and carers in the education process and a commitment to collaborative working.
Experience of positive multi-agency working.
A high level of organisational and administrative skills. An ability to meet deadlines.
A strong team player.
The ability to integrate the use of technology to enhance day to day teaching and learning.
Willingness and skills to contribute to on-going subject, phase and classroom planning, sharing this with colleagues as appropriate.
A commitment to working with parents, colleagues and governors.
Two fully supportive references.
A few words about each of our sites and departments and how we operate. Currently we operate a strand based leadership model: a Severe Learning Difficulties (SLD) strand – encompassing the Napier Miles site, which has pupils from early years through to age 19 and an Autistic Spectrum Condition (ASC) strand encompassing Shirehampton, Brightstowe and Ashley Down settings.
The ASC strand is led by 2 Assistant Head Teachers and the SLD strand by one Assistant Head Teacher. The Assistant Heads have responsibility for the pupils in their strand, as well as maintaining a whole school overview.
Severe Learning Difficulties (SLD) strand
Napier Miles Road Primary, Secondary & Post 16 pupils are likely to be operating at ‘P Levels’ for their school careers, possibly achieving aspects of the National Curriculum in some areas. They are likely to be able to benefit from the varied accreditation opportunities that exist at entry and pre-entry level by KS4. In addition, we have a strong focus on vocational elements, for example horticulture & Forest School. At whole school level we wish to expand our creative and technology offers. The curriculum and assessment tools we use are currently going through a considerable but coherently planned change to reflect the additionally complex needs of pupils. All pupils have an EHCP.
Autistic Spectrum Condition (ASC) strand
Kingsweston Centre @ Shirehampton for primary aged pupils. These young people will have an EHCP that includes confirmation of an autistic spectrum primary need. Pupils are likely to be operating at early National Curriculum levels by the end of their time at the site.
Kingsweston Centre @ Brightstowe for secondary aged pupils. These young people will have an EHCP that includes confirmation of an autistic spectrum primary need. Pupils are able to meet the academic requirements of a number of Entry Level and GCSE courses with support. Pupils may be able to access supported placements within mainstream lessons.
Ashley Down base at City of Bristol College class caters for students in year 12 and 13 who are typically those students who have left our Brightstowe setting and require a highly supported period of time before being ready for the next step into college. These students are supported to develop skills to function more independently in an open college environment, to continue with accredited courses and to continue to develop skills for young adulthood.
We are occasionally asked to offer an assessment place for a pupil who is without an EHCP but is likely to need a placement in a special school.
Additionally, the school is working closely with the Local Authority to make provision for a very small number of pupils who have an exceptionally complex profile of need, including having needs on the autism spectrum. This development is called The KEEP and is based at our Napier Miles site, currently it is not part of the ASC or SLD strands of the school and is separately led. Pupils are likely to be functioning within the National Curriculum aspects of learning. The pupils referred to The KEEP require totally individualised provision, including an individual teaching space for most, or all of the school day, therapeutic approaches and fully individualised learning pathways. They are likely to have struggled in other specialist settings already and many will be at risk of needing highly specialist provision encompassing education, health / CAMHS and social care and we aim to KEEP these young people within our city and our school, enabling them to KEEP close to home, to KEEP developing, to KEEP safe and well and in time to re-engage with more formal learning activities. Please note that staff are appointed to the school community rather than to any specific site or provision.
Kingsweston School – Teacher Core Expectations
The following expectations have been developed in partnership with classroom staff and are based upon the Teacher Standards. They serve to clarify core expectations.
Set high expectations which inspire, motivate and challenge pupils
Teachers Standards: 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.
At Kingsweston we will also: take opportunities to group pupils by ability where this will support learning - including across classes. ensure that pupils of all abilities are appropriately challenged by the high and differentiated expectations we have of them.
Promote good progress and outcomes by pupils
Teachers Standards: 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.
At Kingsweston we will also: have high expectations that pupils might be able to learn in other styles, e.g. transition from TEACCH to other learning styles. ensure that we have extension activities so that we can maintain high levels of achievement where pupil responses are very positive. provide pupils with feedback on their learning and provide guidance upon next steps in an accessible form. use next step marking and ensure that this provides pupils with appropriate challenge. share longer term goals with pupils where this can be made meaningful, especially where this links to accreditation outcomes.
Demonstrate good subject and curriculum knowledge
Teachers Standards: 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.
At Kingsweston we will also: ensure that there are a range of appropriate and engaging resources available to the pupils. ensure that there are appropriately challenging expectations for pupils in all lessons based on secure teacher knowledge. ensure that there is a cross-curricular approach to teaching and learning where appropriate to support concept acquisition and generalisation.
Plan and teach well-structured lessons
Teachers Standards: impart knowledge and develop understanding through effective use of lesson time. promote a love of learning and children’s intellectual curiosity. set homework where appropriate 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).
At Kingsweston we will also: ensure that we follow and make best use of the our planning non-negotiables. ensure that the pace of learning throughout lessons is supportive of the anticipated progress. ensure that we plan for and deliver lessons that are structured to make best use of learning opportunities in the school day.
Adapt teaching to respond to the strengths and needs of all pupils
Teachers Standards: know when and 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 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 support them.
At Kingsweston we will also: present lessons in a range of learning styles to vary experiences and help pupils learn in different ways, catering for everyone’s learning style. ensure that all pupils are supported to work as independently as possible. ensure that we are planning for, and receptive to, the need for change to promote challenging learning opportunities for all.
Make accurate and productive use of assessment
Teachers Standards: 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.
At Kingsweston we will also: share learning outcomes with the pupils in a way that is meaningful to them. maintain an overall awareness of all groups when leading a lesson and be mindful particularly when a group, or individual, needs stretching or further support to achieve the very best they can. use relevant strategies to gauge children’s understanding, including differentiated questions. monitor pupil progress throughout lessons and use mini-plenaries where possible. adjust our lessons in the light of pupil responses, having the confidence to adapt our planning in terms of expectations, pace and challenge. involve pupils in evaluating their own learning.
Manage behaviour effectively to ensure a good & safe learning environment
Teachers Standards: 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.
At Kingsweston we will also: make the pupils aware of success throughout the lesson. point out achievement and success to other members of the group, staff or visitors. share achievements with parents and carers through notes in home-school diaries. use assemblies to celebrate success. display work and use photographs, videos, the school website and other means to record success.
Fulfil wider professional responsibilities
Teachers Standards: 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 from colleagues. communicate effectively with parents with regard to pupils’ achievements and well-being.
At Kingsweston we will also: value the contribution of the whole class team and ensure that we plan in such a way as to maximise the impact of everyone on pupil learning. ensure that there is an efficient and effective system in every classroom for staff to feedback to teachers.
Kingsweston School – Planning Core Expectations
Planning core expectations have been negotiated and agreed in the same way as the teaching ones above.
Setting the planning context
Short-term planning is the professional responsibility of all individual teachers, who build on the medium-term plans by taking into account the particular needs of their class or groups.
Plans should be "fit for purpose". They should be useful to individual teachers and reflect what they need to be able to teach particular classes. Other staff should be able to understand the plans. Some teachers may want to record more detail than other colleagues. This is a matter of personal choice.
Plans are working documents and do not need to be beautifully presented. Plans do not have to be very long or complex.
As a school we have exemplar formats available for you to use. These accommodate the agreed non-negotiables, but you are free to use a format of your own, as long as the non-negotiables feature in your preferred layout.
Written plans should enable each teacher to deliver high quality lessons in which appropriate resources are in place to support good or better rates of achievement.
They will include:
Levels in the English and maths strands, plus that of the subject being planned. This is to be updated after each data drop. Differentiated learning outcomes that reflect high expectations of pupils across the ability range within the group.
An overview of activities – bullet points are okay. Where specific staffing arrangements are essential (e.g. to support high levels of challenging behaviour) these should be identified. After the lesson/in the plenary there will be assessments made against the lesson outcomes – this need only be brief and could be, for example, annotations against the lesson outcomes on the planning.
There will be exceptions to the requirements defined here, most notably for NQTs and those teachers for whom there are performance concerns.
Additional feedback from staff groups exemplifying best practice:
We define ‘outcome’ as the highly differentiated ‘I can….’ statement. Every effort is made to ensure that pupils access and understand their learning outcome. Objectives can be derived from the medium term plan. Long term learning goals (social/emotional/behavioural) and academic targets are to be shared with the pupils – where this can be made meaningful. Progress towards these is then reviewed regularly in lessons. Sharing plans and resources is encouraged through the ICT network T drive. Additional information is beneficial for a formal lesson observation ensuring that the observer is fully informed about the lesson and feedback can therefore be enhanced.
Kingsweston Teacher Pay Scales from September 2018
Scale Point September 2018
Main Scale Point 1 £ 23,720
Main Scale Point 2 £ 25,342
Main Scale Point 3 £ 27,380
Main Scale Point 4 £ 29,487
Main Scale Point 5 £ 31,810
Main Scale Point 6 £ 34,665
Upper Pay Scale Point 1 £ 36,646
Upper Pay Scale Point 2 £ 38,004
Upper Pay Scale Point 3 £ 39,406
SEN 1 £ 2,149