Excell Supply
Secondary Teacher
Job Location
Golfa, United Kingdom
Job Description
Working Hours: Monday - Friday 8:30 - 4:00
Background
Excell Supply are searching for a teacher to work in a residential school based in Welshpool. This is a full time role, for a contracted length of 6-12 months.
Responsibilities:
* You will be part of a small team of teachers, supported by a school administrator and led by the Head and Deputy.
* You will be responsible for your curriculum/ subject areas – preparing, planning and delivering the lessons.
* There will be differentiation to meet the needs of your students and creativity to engage interests and expose the students to new experiences and learning.
* Class sizes are small, typically 3 students, and so there is a high level of individual engagement, pastoral support and guidance.
* There are various internal meetings, reporting tasks, assessments and other administrative activities that you would associate with teaching looked after or SEN pupils.
* In addition to the staff team meeting, as a therapeutic setting we have additional support and reflection spaces to engage with – some just for the teaching team, some for the wider adult team and some that involve the students too.
* Safeguarding and managing boundaries is a key part of the role – but we do this with very open communication and active use of relationships – we have very low levels of incidents, safeguarding referrals or more extreme challenging behaviours.
* We have our own residential team on site and our own therapy team – so part of the role is about integrating with that wider team – the whole service operates as a ‘therapeutic community’ and so we have a lot of spaces for staff to reflect on their work in teams and together with the students.
* This is work based on the relationships between everyone – students, staff, up, down and sideways – we place a lot of support on helping staff develop their own self-awareness in relationship to others.
Requirements:
* We are interested to hear from people with a wider range of experiences and backgrounds.
* We are looking for qualified teachers, but at any stage in their career development. We are registered to provide induction processes for new entrants to the profession.
* You need to be over 21 years of age – but there is no upper limit.
* You need to hold a full driving licence (essential)
* A sense of humour, life skills, broad interests, liking young people, resilience, creativity, problem solving etc – the students need a variety of role models around them.
Reward:
* We operate an adapted academic calendar which means that not all out holidays align with mainstream. We have the same 13 weeks of school holidays but they are distributed more across the year (mainly through a shorter summer beak). This means that we have very regular breaks – typically 3-4 weeks of delivery between holidays. This provides a better pattern for teachers and students and supports work life balance.
* There is a lot of support in the day to day, very visible and accessible SLT, close working with other teams on site, a real ‘community’ feel, regular supervision in additional to other support spaces.
* The Directors who ‘own’ the service, all work in it full time across both sites – so there is very visible, accessible and involved leadership.
* There are very extensive career development opportunities – development of specialist knowledge but also a wide range of internal and external CPD around the additional needs of the students and the therapeutic approaches to understanding and supporting them.
* As specialist practice settings, roles are varied and there are lots of opportunities for off site visits, activities and networks – both with and without the students. The schools are very outward looking, and we engage widely with our local communities.
* This is a values based service, doing specialist work that really makes successful difference to the lives of the young people.
Role Specific:
· To lead on the Golfa Stage 1 curriculum for the whole school: delivering Maths, English and Science lessons to small groups.
· Participate in wider school activities such as Duke of Edinburgh.
· Assess, plan, and deliver English, Maths and Science to all learners on a group basis according to learning needs and requirements. Deliver qualifications at Entry Level 1 – Entry Level 3.
· Inform targeted interventions in Maths and English for pupils.
· Ensure suitably adaptive material and learning pathways are provided to challenge all learners at the appropriate level.
· Use data to make secure judgements about standard of learner’s attainment, rate of progress and personal development based on evidence measured against prior attainment targets.
· In conjunction with the Deputy Head Teacher, use data effectively to identify learners who are underachieving and, where necessary, create and implement and effective intervention plan.
· Use EHCP and IDP’s effectively to inform targeted interventions.
· Maintain regular and productive communication with carers and all professional involved on learner progress, behaviour, and development, including inputting information for PEP meetings, and chairing academic tutoring meetings.
· To accompany groups of young people on days out and on activities linked to the vocational curriculum.
· To deal with challenging or inappropriate behaviour in a professional manner according to company guidelines.
· To encourage growth and self-confidence by working with learners to develop employability and functional skills which is embedded within the curriculum.
· Responsibility for a tutor group.
· Participate in meetings at the school, which relate to the curriculum and organisation of the school.
Job Types: Full-time, Fixed term contract
Contract length: 6-12 months
Location: Golfa, GB
Posted Date: 11/25/2024
Background
Excell Supply are searching for a teacher to work in a residential school based in Welshpool. This is a full time role, for a contracted length of 6-12 months.
Responsibilities:
* You will be part of a small team of teachers, supported by a school administrator and led by the Head and Deputy.
* You will be responsible for your curriculum/ subject areas – preparing, planning and delivering the lessons.
* There will be differentiation to meet the needs of your students and creativity to engage interests and expose the students to new experiences and learning.
* Class sizes are small, typically 3 students, and so there is a high level of individual engagement, pastoral support and guidance.
* There are various internal meetings, reporting tasks, assessments and other administrative activities that you would associate with teaching looked after or SEN pupils.
* In addition to the staff team meeting, as a therapeutic setting we have additional support and reflection spaces to engage with – some just for the teaching team, some for the wider adult team and some that involve the students too.
* Safeguarding and managing boundaries is a key part of the role – but we do this with very open communication and active use of relationships – we have very low levels of incidents, safeguarding referrals or more extreme challenging behaviours.
* We have our own residential team on site and our own therapy team – so part of the role is about integrating with that wider team – the whole service operates as a ‘therapeutic community’ and so we have a lot of spaces for staff to reflect on their work in teams and together with the students.
* This is work based on the relationships between everyone – students, staff, up, down and sideways – we place a lot of support on helping staff develop their own self-awareness in relationship to others.
Requirements:
* We are interested to hear from people with a wider range of experiences and backgrounds.
* We are looking for qualified teachers, but at any stage in their career development. We are registered to provide induction processes for new entrants to the profession.
* You need to be over 21 years of age – but there is no upper limit.
* You need to hold a full driving licence (essential)
* A sense of humour, life skills, broad interests, liking young people, resilience, creativity, problem solving etc – the students need a variety of role models around them.
Reward:
* We operate an adapted academic calendar which means that not all out holidays align with mainstream. We have the same 13 weeks of school holidays but they are distributed more across the year (mainly through a shorter summer beak). This means that we have very regular breaks – typically 3-4 weeks of delivery between holidays. This provides a better pattern for teachers and students and supports work life balance.
* There is a lot of support in the day to day, very visible and accessible SLT, close working with other teams on site, a real ‘community’ feel, regular supervision in additional to other support spaces.
* The Directors who ‘own’ the service, all work in it full time across both sites – so there is very visible, accessible and involved leadership.
* There are very extensive career development opportunities – development of specialist knowledge but also a wide range of internal and external CPD around the additional needs of the students and the therapeutic approaches to understanding and supporting them.
* As specialist practice settings, roles are varied and there are lots of opportunities for off site visits, activities and networks – both with and without the students. The schools are very outward looking, and we engage widely with our local communities.
* This is a values based service, doing specialist work that really makes successful difference to the lives of the young people.
Role Specific:
· To lead on the Golfa Stage 1 curriculum for the whole school: delivering Maths, English and Science lessons to small groups.
· Participate in wider school activities such as Duke of Edinburgh.
· Assess, plan, and deliver English, Maths and Science to all learners on a group basis according to learning needs and requirements. Deliver qualifications at Entry Level 1 – Entry Level 3.
· Inform targeted interventions in Maths and English for pupils.
· Ensure suitably adaptive material and learning pathways are provided to challenge all learners at the appropriate level.
· Use data to make secure judgements about standard of learner’s attainment, rate of progress and personal development based on evidence measured against prior attainment targets.
· In conjunction with the Deputy Head Teacher, use data effectively to identify learners who are underachieving and, where necessary, create and implement and effective intervention plan.
· Use EHCP and IDP’s effectively to inform targeted interventions.
· Maintain regular and productive communication with carers and all professional involved on learner progress, behaviour, and development, including inputting information for PEP meetings, and chairing academic tutoring meetings.
· To accompany groups of young people on days out and on activities linked to the vocational curriculum.
· To deal with challenging or inappropriate behaviour in a professional manner according to company guidelines.
· To encourage growth and self-confidence by working with learners to develop employability and functional skills which is embedded within the curriculum.
· Responsibility for a tutor group.
· Participate in meetings at the school, which relate to the curriculum and organisation of the school.
Job Types: Full-time, Fixed term contract
Contract length: 6-12 months
Location: Golfa, GB
Posted Date: 11/25/2024
Contact Information
| Contact | Human Resources Excell Supply |
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