Nurture Teacher

Aims and purpose of the role:

Teachers across the key stages will work together to strategically plan to raise attainment across age, range and phase; supporting progress through educational experiences that supports effective planning, teaching, learning and assessment. In addition:

·         To provide high quality learning and teaching within the School

·         To lead a KS3 ‘Nurture and Development’ class

·         To support with teaching within the Phoenix provision

·         To provide positive behaviour management and social development of students

·         To work in partnership with parents and carers in supporting the education of their children

General responsibilities:

1.    The education and welfare of designated classes or groups of students in accordance with the requirements of Conditions of Employment of School Teachers, having due regard to the Unified Academy’s aims, objectives, schemes of work, and policies.

2.    Promote the safety, safeguarding and well-being of students, by following the latest requirements of Keeping Children Safe in Education and the school’s child protection policy.

3.    Be aware of and comply with policies and procedures relating to safeguarding, child protection, health and safety and security, confidentiality and data protection, reporting all concerns to an appropriate person

4.    To carry out any reasonable instructions given by the Head of School or Senior Leadership Team.

Specific Duties

1.    Management of Learning, Teaching and Resources

·      Have clear intentions for children’s learning and to use knowledge of school policy and National Curriculum requirements to plan differentiated work to meet the needs of individuals and groups promoting progression, continuity and quality of learning.

·      Teach a range of subjects and skills to KS3/4 students in order that they receive a broad and effective curriculum that will prepare them well for their next stage of education

·      Contribute to the development of a ‘Nurture’ style approach for KS3 students under the direction of the Head of School and the SENCo

·      Use a variety of suitable teaching and learning styles and to communicate clear learning objectives and expectations.

·      Use relevant classroom management strategies to ensure that a purposeful environment for teaching and learning can take place.

·      Organise and maintain a stimulating working environment appropriate for the range of activities taking place.

·      Ensure that resources and the classroom environment are organised and readily available to promote learning.

2.    Management of People and Students

·      Support positive behaviour taking into account the personal, social and emotional needs of students.

·      Establish and maintain a positive regard towards both students and staff, promoting equality and diversity.

·      Be aware of and support difference to help ensure everyone else has equal access to the facilities and feels valued, respecting their social, cultural, linguistic, religious and ethnic background

·      Work as a member of a team, planning co-operatively, sharing information, ideas and expertise.

·      Consult and plan with multi-agency colleagues, as appropriate.

·      Act as a form tutor and establish good relationships with families to promote students’ learning and development.

·      To be responsible for the day to day organisation and outcomes of a cohort, or Form Group, of students

·      To liaise with parents/carers and other agencies on matters relating to the welfare of an individual student

3. Evaluation and Quality

·      Consistently and accurately assess students’ progress and achievement, especially in English, Maths, Science and PSHE.

·      Monitor and assess students’ work and use assessment data effectively to inform planning and identify individual needs. Use these assessments to set appropriate targets.

·      Keep effective and in-depth records of student progress and report overall achievement in line with school policy and statutory requirements.

·      Write reports for Annual Reviews and student progress meetings and provide high quality evidence to present at review.

·      Gather evidence of work for the purposes of moderation

3.    Management and administration

·      Attend and lead assemblies as required.

·      Register students at the beginning of the morning and afternoon sessions.

·      Supervise students according to agreed rotas.

·      Attend weekly staff meetings and general meetings as part of the school meeting cycle.

5. Professional development

·      Attend school based in-service training.

·      Deliver in-service training to colleagues as appropriate.

·      Take an active part in identifying and working on one’s own professional development needs.

6. Whole-school responsibilities

·      To contribute to the school improvement planning and school self-evaluation process as appropriate

·      To be an active member of a faculty/departmental team

·      Participate in the Appraisal process agreed in the Academy, in line with national guidelines.

·      The post-holder may be required to work in different provisions within the Academy Trust, following discussion.

·      To comply with all Academy policies and procedures.

·      To play a full and active part in the life of the school.

Please note that this is illustrative of the general nature and level of responsibility of the role. It is not a comprehensive list of all tasks that the SENCO will carry out. The post holder may be required to do other duties appropriate to the level of the role, as directed by the Head of School & Director of Inclusion.

Safeguarding

‘We believe in the safeguarding and welfare of children and expect all staff to share this view’.