SEN Teacher

We are looking for an SEN Teacher to join our growing team at Harris Academy Clapham.

About Us

The vision of Harris Academy Clapham is a simple one:

From our opening in September 2020, our academy is a place where ‘everything is possible’. By this we mean that:

• every student is supported to fully develop their academic and personal talents. We help students to go on and achieve their dreams
• we work with our families to support all our students, including those who have special educational needs and/or disabilities
• we are a supportive part of the Lambeth community, working with our neighbours and others as best we can
• every member of staff is supported in becoming the best that they can be, including their future career prospects and ambitions.

It is our vision of ‘everything is possible’ that underpins the five values that staff and students at the academy uphold:

1. endeavour – to relish challenge, never give up and learn to take sensible risks
2. self-belief – to believe that they can and will go on to achieve their ambitions
3. honesty – act with integrity, treating others the way they would like to be treated
4. excellence – not settling for second best or for the easiest option
5. having a global view – understanding their place in the world and how they can make it a better one.

A central core of our ethos is to fully develop students’ spiritual, moral, social and cultural well-being. We ensure that our students understand their role in making the academy and their community a safer and better place. We do this in a wide variety of ways. including after-school activities, during lessons, school visits and working with a range of external organisations such as local and national charities.

Main Areas of Responsibility

The main purpose of this role is to:

• devise and deliver appropriate literacy and language programmes to a range of students with identified special educational needs and/or literacy difficulties. These programmes may be small group or personalised where the need is more complex and will be influenced by up-to-date literacy data and with reference to EP reports, SALT reports, EHCPs and Annual Reviews, as appropriate
• closely and regularly review progress of students attending taught literacy and language interventions, keeping the intervention spreadsheet up-to-date at all times and providing individual reports to parents/carers and impact reports for the SENCO
• under the direction of the SENCO, support with the assessment and identification of students for Catch up and SEN literacy and language interventions
• under the direction of the SENCO, support with the application of access arrangements completing Form 8s, on-line applications and gathering and collating evidence of teacher feedback/evidence of usual way of working
• contribute to the identification and review of strategies and advice for teaching and support staff included on pupil learning passports (PLPs) and the SEN profile
• actively and accurately contribute to the Annual Review process
• work collaboratively with mainstream colleagues to ensure that they are including Quality First Teaching Strategies and other relevant strategies from PLPs for literacy and language within teaching and learning
• provide some in-class support, as agreed with the SENCO
• deputise in the absence of the SENCO.

Curriculum provision (intent, implementation and impact), to:

• be responsible for the development and delivery of ambitious and appropriate programmes of work, resources, schemes of work and teaching strategies for taught literacy and language interventions
• attend/chair all appropriate meetings as required
• plan and prepare courses/programmes and lessons
• assess, record and report on attendance, progress, development and achievements of students
• provide and/or contribute to assessments (oral and written) relating to students
• contribute to the whole Academy’s planning activities
• ensure all students produce high-quality work relative to their need/starting points
• give feedback and support to all students in line with academy policies
• have the highest standards of behaviour and attitudes
• contribute towards students’ personal development and preparation for life after school
• role model spoken and written English
• assist the SENCO, class teachers, TAs, curriculum leaders and senior leaders in developing their classroom strategies and environments that focus on quality first teaching for all
• advise teachers and leaders as required on provision and helping teachers to better meet students’ needs

Qualifications & Experience

• Graduate in relevant subject and DfE recognised QTS
• Postgraduate SEN qualification, for example, literacy, dyslexia, speech and language (please note that the SENCO National Award does not fall within this scope)
• Successful teaching experience at secondary of subject specialism
• Understand phonics and learning how to read
• SEN specialist with clear ability/experience in literacy teaching/ interventions
• Understanding of theory/practice of effective teaching and learning for students who have SEND
• Knowledge of national curriculum requirements at KS3/KS4
• Understanding of the importance of having high expectations for all students, both of behaviour and academic achievement.
• Understanding of inclusive practices which offer equality of access to the curriculum for all
• Knowledge and experience of writing lesson plans, developing resources and assessing students work
• Understanding the importance of being a tutor
• Understand the importance of safeguarding.

Safeguarding Notice

The Harris Federation and all our academies are committed to ensuring the highest levels of safeguarding and promoting the welfare of children, and we expect all our staff and volunteers to share in this commitment. All offers of employment are subject to an Enhanced DBS check, references, and where applicable, a prohibition from teaching check will be completed for all applicants. Before applying, please review our Policy Statement on the Recruitment of Ex-Offenders.

Equal Opportunities

The Harris Federation is an equal opportunities employer and welcomes applications from all suitably qualified candidates.

As a provider of employment and education, we value the diversity of our staff and students, and all our staff are equally valued and respected. We are committed to providing a fair, equitable and mutually supportive learning and working environment for our students and staff.