ST HUGH’S SCHOOL TEACHERS (3/18)
To teach assigned pupils with a range of complex learning difficulties at Key Stages 3, 4 and Post 16; to ensure that all aspects of teaching (planning, assessing, recording, reporting and accreditation) are of a high quality; to make effective use of available physical and human resources; and to ensure improving standards of learning and achievement for all pupils.
To take pastoral responsibility for the assigned pupils, ensuring that their social and welfare needs are met.
As part of their salary assessment, teachers with no additional management responsibilities receive the mandatory SEN allowance.
INSET, directed time and PPA time will be made available to enable teachers to meet their responsibilities whenever this is necessary. However, there is an expectation that teachers will also do a reasonable amount of work outside of directed time in order to meet their responsibilities as explained in the School Teachers’ Pay and Conditions of Service Document. There will be a fully comprehensive Induction Programme.
Specific appraisal targets will be negotiated with teachers each year in line with the targets identified in the school development plan and their appraisal. There will be a review of their responsibilities in the light of any significant changes in the school's development needs.
Those colleagues awarded threshold payments shall have specific responsibilities identified.
EXPECTATION OF RESPONSIBILITIES
With regard to their assigned pupils, teachers are required to:
1. Implement policies and schemes of work (long-term and medium term plans) which fully support the national, LA and school policies on inclusion and entitlement;
2. Ensure that teaching plans and provision match for each assigned pupil the specifications for provision and objectives given in his/her Statement of SEN/Health Education Plan and meet the agreed targets set at the last annual review meeting;
3. Ensure that their teaching plans and any reports are parent-friendly and child-friendly and are discussed and developed in consultation with them at least once per term;
4. Maintain, co-ordinate and monitor any individual support programmes agreed with external specialists (e.g. therapists)/internal arrangements;
5. Monitor and evaluate curriculum delivery to their assigned pupils and improve plans and guidance for teaching assistants, as necessary;
6. Regularly review all pupils’ learning targets and set new ones, as described in the school’s documents on planning, assessing, recording, reporting and recognition;
7. Regularly review all pupils progress utilising school wide tracking systems;
8. Develop, implement and monitor any within-school inclusion programme for assigned pupils with the Senior Leadership Team;
9. Develop, implement and monitor any inclusion programme with mainstream settings for assigned pupils in collaboration with the Senior Leadership Team, as appropriate, any relevant teaching assistants and staff in the receiving mainstream setting (if appropriate);
10. Provide for the pupil’s families each term and key professionals a copy of a written evaluation of progress towards each pupil’s priority learning targets and details about new targets;
11. Provide for the pupil’s families and key professionals each term a copy of a written evaluation of progress in relation to any inclusion programme, individual support programme or individual behaviour plan;
12. Record accurately children's progress through annual reports, individual progress records and other required records;
13. Read the individual records of assigned pupils and liase with appropriate staff when receiving new pupils;
14. Actively work with the relevant pastoral group teachers in the primary special school to maintain continuity and progression for any assigned pupils who are at this stage of transition;
15. Conduct assessments (tests and tasks) of pupil performance in relation to school target setting and end of key stage reports, where appropriate;
16. Keep abreast of current research and good educational practice in both mainstream settings and special schools;
17. Be responsible for raising teaching assistants’ awareness and skills to meet present and future needs of the assigned pupils, including giving advisory support in relation to short term plans and teaching and recording methods;
18. Develop knowledge, skills and understanding concerning the role of ICT, literacy, numeracy and SMSC within all subject areas and support assigned teaching assistants in their use;
19. Organise class team meetings to consider specific issues of organisation and development with relevant staff, when required;
20. Maintain and ensure the effective use of any teaching resources for which they are given responsibility;
21. Bid for finance for resource development and order new resources as utilising whole school systems;
22. Set and monitor homework according to the school homework policy;
23. Record significant contact with families, carers and all agencies on appropriate proformas;
24. Co-ordinate, organise and ensure the completion of induction procedures and paperwork for assigned pupils who are new to the school;
25. Maintain individual pupil files so that they are up to date and well organised and secure;
26. Pass file material of a sensitive nature/concerns to the school’s designated officer;
27. Monitor pupil absence and other concerns and liaise as necessary with the school’s designated officer;
28. Read and ensure that the procedures contained in the school’s Health and Safety Policy are followed;
29. Read and ensure that the procedures contained in the school’s Safeguarding Policy file are followed;
30. Read and ensure that the procedures identified in the school’s Behaviour and Discipline Policy are followed;
31. Design, implement and monitor the effectiveness of class rules and ensure that these meet the requirements of the school’s Behaviour and Discipline Policy;
32. Ensure daily registration and other administrative requirements are met;
33. Ensure that assigned pupils move around the school safely and in an orderly manner:
34. Ensure that the environment in all accessed teaching areas is kept tidy, stimulating and orderly:
35. Ensure that high quality displays of pupils’ work and information for pupils are maintained in their classroom base and throughout the school as required (in line with school display policy);
36. Read and ensure that the school policy on hygiene and cleaning is met in order to facilitate the work of the caretaker and cleaners;
37. Guide and monitor the work of students on placements and voluntary helpers and ensure that they work at all times within the sight of class team members who can take responsibility for them;
38. Plan and implement class assemblies as directed and whole school class assemblies as per rota:
39. Plan, implement and evaluate off-site educational visits according to agreed procedures;
40. Participate in, if personally possible, planned residential educational visits;
41. Attend subject and whole school meetings;
42. Attend class review meetings and any other support meetings organised by the Headteacher or other member of the school leadership group;
43. Participate in the school arrangements for appraisal and professional development.
44. Working across multi-site.
CORE STANDARDS - See attached Job Description
TEACHING AND LEARNING RESPONSIBILITY: Post 16 curriculum Whole school information, advise and guidance. - See attached Job Description