Beacon Academy Trust – Lead Specialist ASD Teacher

Beacon Academy Trust – Lead Specialist ASD Teacher

Beal High School

Posted: 2018-03-21

Closes: 2018-03-28

Location: Ilford, Essex

Salary: negotiable dependent on relevant experience

Duration: Permanent

The Trust is committed to safeguarding and promoting the welfare of young people and expects all members of staff to share this commitment. The below documents must be read prior to applying for this role and will be factored into interviews:

Keeping Children Safe in Education

BMAT – Safeguarding and Child Protection Policy

Enhanced DBS (with list checks) is required for this post.

Please forward your electronic applications to 

Please note, we reserve the right to close or extend this position, therefore we would urge candidates to submit an application as soon as possible.

BMAT Teacher Application


The BCS expansion, BCS@TFA, is an additional resource provision (ARP) that is opening in September 2018 on The Forest Academy site.

BCS@TFA is at an exciting point in its development; we are looking for a lead specialist teacher who is enthusiastic and committed to inclusion. This will be an opportunity to develop your own experience and play a part in growing and shaping this provision.

You must be:

  • Passionate about teaching students with ASD/social communication difficulties and high expectations inclusive practice
  • Open to innovative practice and developing the ARP into an outstanding provision
  • Committed to developing expertise in the teaching of pupils with ASD throughout The Forest Academy
  • Able to work effectively in a growing team.
  • Able to provide the highest standard of education for the pupils in its care and you will be an essential team member in ensuring this.
  • To work closely with the mainstream teachers, the SENCo and the Senior Leadership team of the school to deliver our inclusive vision.

You will be able to demonstrate:

  • Qualified teacher status, experience teaching ASD students in a specialist setting, a commitment to developing expertise in the teaching of pupils with ASD
  • Proven ability to raise the outcomes for pupils, with a commitment in developing this for pupils with ASD
  • A commitment to working in partnership with parents, school staff and outside agencies
  • High levels of professionalism
  • An outstanding commitment to ongoing professional development
  • Excellent communication and interpersonal skills with high levels of emotional intelligence
  • A commitment to safeguarding all children and adults

In return we will offer you:

  • Training opportunities
  • The opportunity to further your career
  • Supportive line management
  • A vibrant, caring and dynamic team of colleagues
  • A commitment to achieving the best for all our pupils and staff

Please contact Cormac O’Neill if you would like to have an informal discussion about the aims and objectives of the post.

Deadline: Tuesday 17th April 2018 at Midday

Please write an expression of interest outlining your vision for the role and how you will help shape BCS@TFA in no more than 2 sides of A4.

Please send this to Busola – Interim HR Consultant:

Job title Lead Specialist Teacher (Alternative Resource Provision)
Salary Scale TBC
Responsible to Assistant Headteacher with responsibility for Inclusion
General Responsibilities ·         To be responsible for the delivery of high quality teaching and learning for children with additional needs

·         Provide advice and guidance for teaching colleagues and teaching assistants on working with BCS@TFA students

·         To work with parents/carers of students attending BCS@TFA


In addition to carrying out the duties of a School Teacher as set out in the School Teacher’s Pay Conditions Document, you will have the following responsibilities:

Teaching and learning

  1. Deliver an appropriate curriculum for a small group of students with social communication needs that supports them in managing or overcoming their barriers to mainstream education and wider inclusion
  2. Provide support and guidance on including ASD students in lessons
  3. To provide specialist skills and knowledge, at an advanced level, to encourage pupils with SEN to benefit from the planned learning activities
  4. To ensure that ICT, Literacy, Numeracy are reflected in the teaching/learning experience of SEN students that you teach.
  5. To use a variety of delivery teaching methods which will stimulate learning appropriate to student needs and demands.
  6. To promote and deliver active and independent learning that enables students to think for themselves and to plan and manage their own learning.
  7. To   report   on   students’ progress and attainment to parents, carers, other professionals and students’ as appropriate.
  8. To have high expectations of students and build successful relationships centered on teaching and learning.
  9. Work with the SENCo to plan for the effective deployment of any support staff who are contributing to students’ learning.
  10. To assess students’ work, record and report their progress in line with the school assessment policy
  11. To monitor and support integration into mainstream lessons of BCS@TFA students

 Curriculum Development

  1. Design an appropriate curriculum for a small group of students with social communication needs that supports them in managing or overcoming their barriers to mainstream education and wider inclusion
  2. To contribute to the development of schemes of work, teaching strategies, resources, assessment and marking policies within the ARP
  3. To contribute to strategies to achieve relevant departmental and school improvement.
  4. To be responsible for effective and efficient management of any resources that are delegated.
  5. To identify quantifiable and challenging student progress objectives and plan appropriate strategies to achieve target levels.

Professional Development

  1. To maintain personal professional development
  2. To attend relevant CPD sessions and meetings
  3. Work with colleagues to deliver training and share good practice including providing evaluative feedback to promote quality first teaching and communication friendly strategies
  4. To use feedback from lesson observation, work scrutiny and analysis of assessment data to inform future planning and teaching.
  5. To take ownership of meeting annual Performance management targets.

Skills and attributes

  1. Ability to use ICT in teaching and learning and for administration
  2. Effective and sensitive communicator
  3. Ability to successfully present, inform, interact, consult and negotiate
  4. Sensitivity to the school ethos
  5. Willingness to review and if necessary revise a standpoint
  6. Willingness to seek advice and support when necessary
  7. Approachable
  8. Enthusiastic educator with ability to inspire trust and confidence
  9. Flexible, energetic, determined
  10. Good problem solving skills
  11. Organised, and able to work calmly and effectively under pressure
  12. Ability to work effectively as part of a team
  13. To act as a role model to students in respect of dress, attendance and punctuality and general conduct


  1. To have high expectations of students with particular regard for those who are part of the BCS@TFA ARP
  2. To liaise with outside agencies and the SENCo to plan the effective use of outside resources
  3. To provide, or contribute to, oral and written assessments, reports and references relating to individual SEN students and groups of SEN students.
  4. Work independently to deliver, monitor and evaluate the success of educational plans for children that receive SEN support
  5. Carry out any other reasonable duties as may be required from time to time within the context of the post under the direction of your line manager or the senior leadership team

This job description is not necessarily a comprehensive definition of the post. It will be reviewed at least once a year and it may be subject to modification or amendment at any time after consultation with the holder of the post.