Teaching vacancies

We are currently seeking an experienced teacher of Mathematics, to deliver KS3 and GCSE lessons to small groups.  

The successful candidate will be up to date with welfare and safeguarding practices, and have a good understanding of ASD and other communication differences, including specific common barriers to learning within Mathematics amongst children with ASD. They will have experience of using teaching techniques that support people with autism, specifically to those children able to follow a mainstream KS3 and KS4 curriculum, whose main needs are to be taught in a smaller group setting, or via 1:1. Experience working within a similar specialist setting would be advantageous. They will keep abreast of recent developments in pedagogy and have a good knowledge of their subject. They will be accepting, kind and resilient, with the ability to form solid relationships with pupils. They will be observant of the pupils they are teaching, in order that they can read their non-verbal cues. They must have a commitment to getting the best outcomes for all pupils, must be adaptable, honest, and committed to promoting the ethos and values of the school, to upholding Social Arts for Education’s commitment to safeguarding and equality, and to maintaining confidentiality. 

Further details:

Salary: £28,000 starting salary

Holidays: 6 weeks’ paid holiday, exclusive of bank holidays 

Directed time – 180 days teaching, 15 days training. In addition, up to 15 days will be required over the year for other reasons such as curriculum development, school development and events. 

The role is varied, but the main responsibilities will include the following:

• Planning and teaching well-structured lessons to assigned classes, following the school’s plans, curriculum and schemes of work
• Providing online versions of classroom lessons for remote students, and delivering 1:1 remote teaching
• Liaising effectively with outreach staff to ensure that students on outreach are effectively catered for
• Assessing, monitoring, recording and reporting on the learning needs, progress and achievements of assigned pupils, making accurate and productive use of assessment
• Adapting teaching to respond to the strengths and needs of pupils
• Setting high expectations which inspire, motivate and challenge pupils
• Promoting good progress and outcomes by pupils
• Demonstrating good subject and curriculum knowledge
• Participating in arrangements for preparing pupils for external tests
• Differentiating work according to students’ different needs; referencing EHCP and learning plans as necessary

Whole-school organisation, strategy and development

• Contributing to the development, implementation and evaluation of the school’s policies, practices and procedures, so as to support the school’s values and vision
• Making a positive contribution to the wider life and ethos of the school
• Working with others on curriculum and pupil development to secure co-ordinated outcomes
• Providing cover, in the unforeseen circumstance that another teacher is unable to teach
• Attending twice-daily staff meetings

Health, safety and discipline

• Promoting the safety and wellbeing of pupils
• Maintaining good order and discipline among pupils, managing behaviour effectively, and within the school’s behaviour policy, to ensure a good and safe learning environment
• Including a high level of social communication support within everyday interactions and throughout planning where possible, and liaising with therapies teachers and external therapists to ensure this is done effectively

Professional development

• Taking part in the school’s appraisal procedures
• Taking part in further training and development in order to improve own teaching
• Where appropriate, taking part in the appraisal and professional development of others

Communication

• Communicating effectively with pupils, parents and carers
• Using the SPELL framework accordingly to create an environment where communication is supported, including the use of low and high-stimuli areas, visual aids and the use of short and simple instructions when talking.

Working with colleagues and other relevant professionals

• Collaborating and working with colleagues and other relevant professionals within and beyond the school
• Developing effective professional relationships with colleagues

Personal and professional conduct

• Upholding public trust in the profession and maintain high standards of ethics and behaviour, within and outside school
• Having proper and professional regard for the ethos, policies and practices of the school, and maintaining high standards of attendance and punctuality

• Understanding and acting within the statutory frameworks setting out their professional duties and responsibilities

Other areas of responsibility

The teacher will be required to safeguard and promote the welfare of children and young people, and follow school policies and the Staff Code of Conduct.

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 postholder may be required to do other duties appropriate to the level of the role, as directed by the headteacher or line manager.