Curriculum and Quality Team Manager: Inclusion and Progression
West Thames College
Isleworth, Middlesex
- Expired
- Salary:
- £39,827pa Inclusive
- Job type:
- Full Time, Permanent
- Apply by:
- 30 May 2016
Job overview
Ref: CIP/05
Permanent/36 hours per week
The key focus of the job is to Lead on improving teaching and learning in SLDD and Foundation Learning to maximise student success and progression, and to Develop Foundation Learning Programmes with a focus on supporting young people who are/have been at risk or have not made the progress expected at school.
You will lead on:
- Developing and implementing high quality procedures for the handling of EHCPs to include timely annual reviews college wide.
- Developing and implementing strategies/targeted interventions to mitigate challenging behaviour.
- Identifying and supporting with appropriate intervention strategies those students at risk of failing at college.
West Thames College is one of the most exciting and successful colleges of further and higher education in London. Our vision is to be outstanding in everything we do. It’s a great place to work and a great time to join us – our 2014 Ofsted inspection confirmed we are a good college with many outstanding features, and our vibrant campuses in Isleworth and Feltham have some of the best facilities in the country.
For more information and to apply online, visit: www.west-thames.ac.uk/en/jobs.
Or, to receive our application pack in the post, call 020 8560 5582 (24hrs) or email: HR@west-thames.ac.uk stating your name, address and the job reference number.
Sorry, we do not accept CVs.
Closing date: 31 May 2016.
Interview date: 13 June 2016.
Attached documents
About West Thames College
Our Mission
West Thames College provides high quality education and training to organisations and to individuals, meeting local skills and labour market needs. We focus on our recognised and established strengths, which lie in the provision of high quality:
• Highly specialised education and training at all levels from Entry Level to Higher Education, with clear progression routes into professional careers and university level studies;
• Basic skills provision to assist the progression of speakers of other languages into our specialist education and training and to support all our learners;
• Support provision for our 14-19 year old learners, and different but excellent support for our post-19 learners to meet their different needs;
• Provision for young people and for adults with a range of learning difficulties.
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