Weeks per year: 39
Hurstmere School is a successful, oversubscribed, non-selective Academy for 11-16 year old boys. Our committed and well qualified staff offer challenge, encouragement and support in order that boys may achieve their full potential.
For further information about the school please visit the school website: www.hurstmere.org.uk
The Governors wish to appoint an enthusiastic and inspirational Inclusion Assistant who is passionate about supporting young people to make progress both academically and socially. The successful candidate will work predominately within our Alternative Curriculum Experience provision and should be confident supporting small groups of students.
Applications from colleagues with experience of delivering behaviour for learning interventions would be most welcome.
For further details regarding this vacancy and/or an application pack please contact Mrs C Murphy on: 020 8300 5665 OR email: firstname.lastname@example.org.
Closing Date for Applications: Monday 23rd June (1.30 p.m.)
References will be requested for those short listed ONLY and prior to interview.
Only those shortlisted for interview will be contacted.
The school is committed to safeguarding and promoting the welfare of children and young people and expect all staff and volunteers to share this commitment. Offers of employment are subject to a satisfactory enhanced DBS disclosure and other employment checks.
This post is considered to be a customer-facing position; as such it falls within scope of the Code of Practice on English language requirement for public sector workers. The school therefore has a statutory duty under Part 7 of the Immigration Act 2016 to ensure that post holders have a command of spoken English sufficient for the effective performance of the job requirements. The appropriate standards are set out in the person specification. These will be applied during the recruitment/selection and probationary stages.
The school is committed to equality and diversity in employment practice and service delivery.
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