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Deputy Head of Year (Non-Teaching)

Redbridge

£13,950 - £20,028

Beal High School

Beal High School would like to appoint a PACE DDAP with a focus on Inclusion, as soon as possible.

Recruiter:
Beal High School
Posted:
2017-04-06
Closes:
2017-04-28
Contact:
beasucess@bealhighschool.co.uk
Location:
Redbridge
Salary:
£13,950 - £20,028

PACE Deputy Director of Achievement & Progress

(Deputy Head of Year – NON TEACHING)

Full-time, Term-time only

 From £13,950 - £20,028

(depending on experience and qualifications)

Required: ASAP

Closing Date: 28 April 2017

This is an outstanding school.  “Exemplary behaviour, mutual respect and a highly inclusive culture are key contributory factors’ (Ofsted 2012)

Beal High School would like to appoint a PACE DDAP with a focus on Inclusion, as soon as possible.

The role is to support a high expectation inclusion culture working with our most vulnerable students across a specific year team; ensuring that all students achieve their full potential

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.

Further information and an application form can be found at www.bealhighschool.co.uk Please forward your electronic applications to beasuccess@bealhighschool.co.uk

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

Role Description 

Purpose of role

To develop a satellite PACE hub at the heart of a year group to support the progress of our vulnerable students.  This is a new role and changes may be necessary.

General duties and responsibilities

  • Monitor and support priority pupils’ progress (via data, observations, face to face meetings – recorded, target setting)
  • Be the first point of call for parents of SEND students
  • Develop and maintain effective communication with parents/carers of priority students
  • Complete referrals to outside agencies; develop and maintain communication with outside agencies - co-ordinate and have an overview of the interventions (e.g. NRH, Little Heath, SALT, counselling)
  • Complete CAFs and attend TAC meetings where necessary
  • Attend any necessary meetings with parents/carers and outside agencies
  • Monitor level of student support and feed back to SENCo and DAP
  • Create or update one page profile for priority students
  • Create or update IEPs for SEND students
  • Create/update 5P plans
  • Mentoring
  • Provide social skills/revision skills workshops
  • EHCP process – gather student voice and feedback from subject teachers for EHC annual review; attend annual reviews; meet with parents/carers of EHCP students every term; gather evidence for EHCP applications and forward to SEND administrator
  • Support the integration of vulnerable students into school life, e.g. attendance at clubs
  • Identify any new AEN with DAP
  • Contribute to year group assemblies when requested
    • Undertake specific responsibilities as designated by the Director of Achievement & Progress and/or Leadership Team, e.g. take the lead on the Yr 7 literacy programme.

 

The above mentioned duties are neither exclusive nor exhaustive, duties and responsibilities of the post may change as requirements and circumstances change. The post holder will be required to carry out such other duties as requested by management that are broadly within the level of the post.

 

 

Technical and Behavioural Criteria

 

 

Essential (E)

Desirable (D)

Application (A)

Interview (I)

Reference (R)

Qualifications

  1. Instructor/mentor/teacher

E

A

  1. Degree

D

A

  1. Evidence of Professional Development and training

E

A

  1. Further professional qualifications

D

A

Experience

  1. PACE/Inclusion experience

E

A/I

  1. Experience of assessment and the monitoring of student progress

 

E

 

 

A

  1. Good results profile (evidence of added value)

E

A/I/R

  1. Successful teaching/mentoring/instructing outcomes

E

A/I/R

  1. Track record of achieving outstanding progress with groups or cohorts

D

A/I/R

 

Professional Experience, Knowledge and Understanding

  1. Flexible and approachable

E

I/R

  1. Communicate effectively  to a wide variety of audiences

E

I/R

  1. Demonstrable people management skills

E

A/I/R

  1. Maintain a caring and supportive class environment

E

A/I/R

  1. Use data effectively

E

A/I

  1. Ability to monitor the performance of a group of students, using data

E

A/I

  1. Experience of raising students’ and staff aspirations

D

A/I

  1. Experience of improving a school’s results to achieve outstanding levels of student performance

D

A/I

Personal Skills and Attributes

  1. Able to adapt and embrace change

E

A/I/R

  1. Ability to find innovative solutions to problems/issues

E

A/I/R

  1. Ability to work cooperatively as a positive team member and leader

E

A/I/R

  1. Experience of having developed and led a successful team

D

A/I

  1. Experience of having challenged underperformance

D

A/I

  1. A positive, “can-do” approach with colleagues and students

E

A/I

The school is committed to safeguarding and promoting the welfare of young people and expects all members of staff to share this commitment. Enhanced DBS Disclosure is required for this post.