SENCO Oasis Arena Communityning Lear

About Oasis

For over a decade Oasis Community Learning in each of the communities we are based in. has been helping children and young people We know them to be places of great potential reach and realise their potential. and are committed to their continual positive transformation. Born out of the Oasis global charity, previously established in 1985 by Rev. Steve Chalke This is made possible by the outstanding MBE, our first Academy opened in 2007. It people who work for us - leaders with vision, was Steve’s vision to open a school that was determination and drive to raise standards. inclusive of all and provided opportunity for the In fact we are securing better education whole community. Since then we have grown across the group and closing the gap for our as a family into 47 Academies spread across disadvantaged students each day through the UK, each connected to a community Hub. exceptional teaching and support. In just two We are proud to be one of the largest Multi- years our sustained improvement has seen Academy Trusts in the UK. the percentage of Ofsted inspected Academies attaining ‘Good’ or better rise from 30% to over We work in some of the most socially 70%. disadvantaged areas, but believe passionately

47 Academies

24, 000 pupils Over 4,500 Staff Oasis’ Vision The over-arching vision of Oasis is for The complex responsibilities of education are community - a place where everyone is understood through the lens of Character, included, making a contribution and reaching Competence and Community. These principles their potential. As well as delivering first-class, are intentionally developed and embedded in all innovative education, Oasis seeks to build of our Academies. ‘Hubs’ in the areas it works; creating safe and inspiring local neighbourhoods that provide Together, Oasis staff aspire to: integrated and diverse services to benefit the • Create safe, stimulating learning whole person and community. environments • Increase progress and attainment to above Oasis Community Learning’s vision is to create national averages ‘Exceptional Education at the Heart of the • Provide teaching quality which secures good Community.’ and accelerated progress for all students The Oasis Ethos

Our ethos is a part of everything we do. At Oasis we look to employ people who not only share in our vision but are champions of our ethos.

A passion to include everyone

A desire to treat everyone equally, respecting differences

A commitment to healthy and open relationships

A deep sense of hope that things can change and be transformed

A sense of perseverance to keep going for the long haul Oasis Academy Arena

Opened in September 2015 as part of London’s The Oasis vision is to provide each and every Olympic Legacy, Oasis Academy Arena is a one of its students with an outstanding secondary modern, co-educational secondary Academy education. It is vital, therefore, that not only is which is dedicated to helping the students of effective leadership in place, but there is an and reach their full enriching curriculum to encourage both staff potential. Situated adjacent to the Croydon Arena and students alike to get the most out of their athletics track, the Academy delivers an innovative time at the Academy. Students will be offered curriculum which specialises in sports and the the opportunities to experience residential trips, sciences. visit workplaces and universities, engage in volunteering and develop their academic passions. The Academy resides in a beautiful new building, which was developed especially for Oasis in There are currently a total of 270 students on roll, September 2016. Its facilities include a sports hall, 55% of which are in receipt of the Pupil Premium hard and soft outside play spaces, technology and 11% classified as DSEN. The Academy has suites and science laboratories, music facilities and a Designated Resource Provision for 15 students access to the Arena site for outdoor sports. with a diagnosis of Autistic Spectrum Disorder.

Oasis Academy Arena’s mission is to create With world-class sporting facilities on its doorstep an environment where students want to learn and state-of-the-art learning spaces in the new rather than have to learn. The Oasis Ethos of building, there is excitement about the future of inclusion, equality, healthy relationships, hope Oasis Academy Arena. Forecast admissions and perseverance is at the heart of the Academy are on the rise; there were over 350 in-borough and its employees, helping to bring this mission applications for Year 7 in 2016, which far exceeded statement to life. The Academy motto – ’Higher, the 180 places available. In 2017, 463 applications Faster, Stronger’ – is essential to its practice, were made. By 2019, Oasis Academy Arena aiming to help every student reach their potential anticipates a total of 900 students on roll, with post- and strengthen their pathways towards a future 16 provision offered through the partnership with they dream of. Oasis Academy Shirley Park.

Oasis Hubs

Communityning Lear

Oasis subscribes to the widely held view that the wholeness and fullness within life. factors that create disadvantages for children and young people need to be tackled in order to Oasis Academy Arena is part of the Oasis Hub improve their life chances. The Oasis response Ashburton Park, which also includes Oasis is the creation of Oasis Hubs. Academy Ryelands and Oasis Academy Shirley Park. The Hub runs a variety of services for the Developing and running Hubs is all about community, including a foyer for homeless young delivering the purpose of Oasis. Its vision is for people, a youth club and a community church. community, a place where everyone is included, making a contribution and reaching their God- given potential. To this end Oasis staff are committed to working in an inclusive, integrated, empowering and comprehensive way so that all people experience wholeness and fullness of life. They want to see local communities that are characterised by trust, safety, cohesion, mutual support, vibrancy, health and opportunity, and have increasing capacity to address their own issues. Oasis want those who are excluded brought back into community and to find Communityning Lear Job Description

Post: Job purpose: SENCO To ensure the effective education of all the children for which you Responsible to: responsible for, socially, emotionally, physically, intellectually and Principal, Academy aesthetically. Leadership Teams, To assist the development of pupils and colleagues through your Governors. designated area(s) of responsibility.

This document is not a comprehensive definition of the post. It Key Relationships: may be subject to modification at any time, after consultation with the post holder. Academy Leadership Team; relevant teaching and associate staff; LA Specific Responsibilities representatives; partner professionals; parents; local community; other Oasis A. KEY RESPONSIBILITIES Academies and Oasis Community Learning central • To the children for whom you are responsible at any one staff. time, for effective teaching and social development • To children, colleagues and yourself for your own professional development Location: • To parents and children to assure effective and Oasis Academy Arena constructive home/school liaison • To colleagues for their own professional development, by sharing your expertise Working Hours: Full Time B. KEY TASKS AS SENCO/INCLUSION MANAGER

• Facilitate the smooth day-to-day operation of the school’s SEND policy • Maintain the school’s SEND register • Organise appropriate deployment of support staff • Maintain existing resources and order new, managing the allocated budget • Co-ordinate provision for pupils with SEND balanced curriculum with regards to all • Oversee records of all pupils with SEND aspects of the child’s needs, on a termly • Liaise with teaching and support staff, and weekly basis, evaluating as necessary advise and contribute to their professional • Teach each child to the very best of your development ability having regard to the policies of the • Liaise with parents/carers of pupils with SEND school • Liaise with external support agencies • Mark and assess the attainment of the • Undertake assessments for specific purposes children in all areas of school activity • Complete forms such as requests for • To be aware of the issues of continuity and Statutory Assessment progression and manage the curriculum • Organise and lead reviews accordingly • Contribute to discussions about the strategic • To effectively deploy and monitor ancillary direction and development of SEND provision staff as may be available to assist in your across the school class • Monitor and evaluate the effectiveness of • To take a full part in staff meetings and parent SEND provision evenings, follow duty rotas for playground • Contribute to the School Profile document supervision and matters relating to Health and • Attend cluster SENCO meetings Safety, etc. • To provide a stimulating and caring • To prepare IEPs and programmes of work environment for learning and to encourage which support pupils with special needs and both co-operation and independence in the to evaluate progress children • To safeguard the children’s health and safety • To lead by example setting the highest both on school premises and authorised standard in teaching, behaviour and all activities elsewhere aspects of school life and maintaining high • To develop your own professional skills and expectations of children and colleagues knowledge and take part in appropriate • To ensure the good behaviour of all children in training and INSET your care and to develop within them positive • To supervise and so far as is practicable teach attitudes towards their peers, adults and when necessary any pupils whose teacher is learning not available to teach them for up to 38 hours • To have pastoral responsibility for all the • To participate in arrangements for further children in the school as well as those training and the continuing development of children in your designated class, including your own professional skills and knowledge as being alert to child protection issues well as those of your colleagues in the area/s • To teach – with full regard to resources of responsibility available and individual needs: • To keep abreast of current trends and • Plan and prepare intervention lessons legislation affecting such area/s ensuring the children receive a broad and • rovement plans. • To keep such area/s under review – • Analyse the performance of the children amending guidelines, policies, schemes of receiving intervention support work etc. as appropriate after consultation with colleagues and with the approval of the D. SAFEGUARDING CHILDREN AND Principal YOUNG PEOPLE • To liaise as necessary with the Academy Council or other secondary schools Oasis is committed to safeguarding and • To monitor and evaluate standards in such promoting the welfare of children and young agreed areas in partnership with the Principal people. We expect all staff to share this • To undertake an annual SEN audit and to commitment and to undergo appropriate checks, advise the Principal of the school priorities for including an enhanced DBS check. the following year

C. ADDITIONAL RESPONSIBILITIES OTHER:

• Monitor and evaluate IEP’s to ensure that The post-holder may be required to perform targets are SMART and are reviewed at least duties other than those given in the job termly and that pupil’s progress is monitored description for the post providing that they are thoroughly commensurate with the grade. The particular • Monitor and evaluate teachers’ Literacy duties and responsibilities attached to posts planning to ensure that work is suitably vary from time to time without changing the differentiated for pupils who have SEN and general character of the duties or the level of tasks that are appropriate and enable them responsibility entailed. to meet the targets set in their IEPs • Monitor and evaluate teachers’ Numeracy Such variations are a common occurrence planning to ensure that work is suitably and would not in themselves justify the re- differentiated for pupils who have SEN and evaluation of a post. In cases, however, where a tasks that are appropriate and enable them permanent and substantial change in the duties to meet the targets set in their IEPs and responsibilities of a post occurs, consistent • Monitor and evaluate the Teaching with a higher level of responsibility, then the post Assistant’s work and skills would be eligible for re-evaluation. • Carry out Performance Management for TA’s and liaise with the deputy principal • Meet termly with the academy Councillor with responsibility for SEN to monitor developments and evaluate impact of actions on provision, pupil’s progress and achievement Person Specification Communityning Lear

Essential Desirable • Qualified Teacher Status • A qualification for • Right to work in the UK the assessing and • Have evidence of continuous participation in in- teaching of pupils Qualifications service development and a commitment to further with specific learning professional development difficulties • Already have or be willing to undertake the accredited SENCO qualification. • Working within a • Understanding of the statutory requirements of Senior Management legislation concerning Safeguarding, including Child Team Protection, Equal Opportunities, Health & Safety and • Dealing successfully SEN with challenging and • Understand the theory and practice of providing sensitive situations in effectively for the individual needs of all children (e.g. a secondary school classroom organisation and learning strategies) setting • Knowledge of the SEN Code of Conduct and its • Using comparative practical application strategies for meeting the SEN information about of pupils in a mixed ability classroom attainment • Behaviour management techniques for groups and • The statementing individuals process and the • Experience of planning and implementing an evidence needed effective teaching programme and Individual Education Plans, including the monitoring, assessment, recording and reporting of pupils’ progress • Understanding of the positive links necessary within school, a child’s home and external agencies • Effective teaching and learning styles Experience • How to establish an effective rapport with children which is based on high expectations and establish a purposeful learning environment where all pupils feel secure and confident • How to use ICT effectively as an integral part of teaching and learning • Promote the school’s aims positively, and use effective strategies to enhance motivation and morale • Establish and develop a sound professional relationship with a class and groups of pupils • Demonstrate excellent teaching and learning skills and be able to create a positive, challenging and effective learning environment • Organise and sustain systematic support from a variety of providers for a range of SEN • Manage the coordination of teaching assistants in support of SEN pupils • Advise and motivate teaching staff with SEN initiatives Essential Desirable • Present clearly a wide range of specialised information to both educationalists and non- educationalists • Make consistent judgements based on careful analysis of available evidence Experience • Develop excellent professional relationships within a team • Establish and develop appropriate relationships with parents, governors and the community • Present and communicate effectively to a variety of audiences

• The ability to address challenging issues with clarity of purpose and diplomacy • Excellent inter-personal skills • Knowledgeable and highly competent • Approachable and empathetic • Creative and enthusiastic • Organised and resourceful • Commitment to safeguarding and promoting the welfare of children and young people • Willingness to undergo appropriate checks, including enhanced DBS checks Personal Skills • Motivation to work with children and young people and Attributes • Ability to form and maintain appropriate relationships and personal boundaries with children and young people • Emotional resilience in working with challenging behaviours and attitudes to use of authority and maintaining discipline • A desire to develop your own Leadership skills • Have a willingness to demonstrate commitment to the values and behaviours which flow from the Oasis ethos The Oasis Vision for Education Exceptional Education at the Heart of Communityning the Community Lear

OASIS’ AIMS: THE OASIS OFFER

Transform Lives - Every person matters and everyone is Underpinned by our values and beliefs, all our work is loved and valued. designed to ensure each student receives the very best Transform Learning - We have a passion for learning and educational offer. Oasis operates as a national family of we want everyone to achieve their full potential. Academies across four regions. Transform Communities - We are committed to community development and the aim of all our work The regional teams provide standards leadership and a is to increase community cohesion locally, regionally, professional governance service. nationally and globally. The Oasis family of Academies is lead by empowered, OASIS PHILOSOPHY OF EDUCATION and empowering, resilient leaders who through deeply As an organisation, with a rooted Christian ethos, held beliefs and values always strive to make decisions in our philosophy of education is underpinned by three the best interests of the students and their communities. important Hebrew principles: Inspirational Leadership, Deep Learning and Healthy Communities. Each Oasis Academy has its own identity and purpose and serves the local community by working with it to Inspirational Leadership: Rabbi (my teacher; my guide; transform learning aspirations and opportunities. my role model; a term of respect) Through personal example and strong relationships, all As a family, Oasis Academies work interdependently, teachers are encouraged to be inspirational role models benefiting from sharing best practice and inspirational for their students. In this way, a teacher is not simply a pedagogy. Leaders and teachers build understanding of purveyor of ‘knowledge’, dropping it into the minds of what is needed to secure the best possible sustainable those they teach. Instead, they are communicating and outcomes for all learners. bringing knowledge, wisdom and understanding through their words, actions and whole lives, helping students to Each Oasis Academy is committed to enabling children reflect and think for themselves. and students to become effective, enthusiastic, independent learners committed to life-long development. Deep Learning: Yada (to know; to see; to perceive; to understand; to experience; to have a relationship Each Oasis Academy is dedicated to the task of working with) Gives students the opportunity to encounter and continuously in pursuit of excellence across all aspects of experience learning personally and relationally. It is never its life and work. an abstract, theoretical or academic idea simply to be contemplated but, rather, primarily about gaining wisdom – the practical application of knowledge to every area of life. Life is not straightforward; learning from failure and mistakes and being resilient is an important part of it. It is hands-on learning throughout life which can only be obtained through on-going active, intentional engagement with it and with others.

Healthy Communities: Shalom (peace; completeness; nothing missing; nothing broken; well-being, wholeness) Seeks to ensure that every classroom encounter, each piece of curriculum planning, each assessment experience are all shaped, informed and delivered in the light of our desire for wholeness and well-being in the widest sense of the word; for everyone at every level of their lives – academically, vocationally, physically, spiritually, morally, socially, economically, environmentally and culturally.