SEMH English Teacher

If you register with our team between the 25th November - 30th December for the above permanent position, we are extending a joining bonus of £3000*

*Terms and Conditions apply.

About Us

White Trees School are currently recruiting SEMH Teachers to work with KS3, 4 & 5 pupils.

White Trees is a small independent school that specialises in working with pupils with social, emotional and mental health needs (SEMH).

About the Role

As a SEMH Teacher for White Trees Independent School you are responsible for the teaching of pupils with Autistic Spectrum Disorders and/or have ADHD, PDA, OCD, ODD. This will be either on a 1:1 basis or within a small group setting.

All pupils have an Education Health and Care Plan, with ILP’s written based upon outcomes and aims from their EHCP’s, which identify strategies and interventions to support their needs.

Responsibilities;

• To undertake the teaching of pupils with Education Health and Care Plans, across the range of SEN needs and ages, and particularly those learners with Autistic Spectrum Disorders and other related conditions

• Provide quality of teaching and learning for all pupils

• Be accountable for the attainment and progress of all pupils

• Support pupils making progress across the curriculum, differentiating where appropriate

• Produce pupil SEN passports, monitor pupil social communication development, contribute to provision mapping and annual reviews, ILP’s for students

• Support staff training to meet the needs of the pupils

• Guide the work of any tutors (including Teaching Assistants (TAs) and Higher-Level Teaching Assistants (HLTAs) who work with pupils who have EHCP’s

• Be able to provide pastoral support and guidance for all pupils

• To contribute to the overall development of teaching and learning area across the school

Teaching;

• To set clear learning objectives, writing Schemes of Work, medium term planning and short term planning

• Use data to plan lessons and learning materials to motivate and support all pupils to make at least good progress

• Have high aspirations and set challenging, yet realistic, targets for all pupils

• To set high expectations for pupils’ behaviour, learning, motivation, and presentation of work by establishing a purposeful working atmosphere and providing challenging and inspirational learning experiences

• Work in collaboration with Teaching Assistants, teachers, and tutors

• Take account of pupils’ prior attainment, learning styles and needs and use them to set appropriately challenging targets and learning activities

• To promote and develop literacy and numeracy skills throughout teaching and learning activities so that literacy and numeracy do not present barriers to learning

• Provide intervention activities for those students who need support to boost attainment/progress or who require additional challenge

• Manage the behaviour of pupils in line with the school’s Behaviour Policy

• Ensure that teaching room, resources and equipment are maintained in good order, with regard to Health & Safety and security of property

• Competent in the use of ICT and other technologies and learning resources as learning tools to inspire and motivate learners

• Ensure that a stimulating learning environment is maintained in the classroom, including provision of a high quality of display

Assessment Recording and Reporting:

• Mark, assess and return pupils’ work in line with school policy, providing constructive oral and written feedback with clear targets and guidance for future improvement

• Keep high quality records to promote tracking and monitoring of pupil progress using data and teacher assessment records

• Use data and teacher records to set aspirational targets and plan challenging activities

• Report and record pupil’s attainment, progress and results of assessments within the school’s recording and reporting structure

• Set and mark examinations assessments and coursework as assigned by the exams officer and/or subject specialists

• Attend the appropriate Parent/Teacher events and individual meetings to keep parents/carers informed as to attainment and the progress of their child towards targets

• Be familiar with school records and information relating to pupils who have additional needs and use this information to ensure all pupils can access the curriculum and are supported to attain well and make at least good progress

General Professional Responsibilities:

• Attend meetings as and when required

• Undertake professional development identified through the performance management/appraisal structure and as organised for staff to promote individual, T & L Area and whole school improvement work in line with the SIP

• Support and implement all relevant teaching and learning area policies

• Act as a role model to pupils in respect of dress, attendance and punctuality and general conduct

• Ensure that all deadlines are met as published in advance

• Undertake professional duties and responsibilities necessary for the smooth running of the school, as may be reasonably assigned to them by the Headteacher (e.g. duties, emergency cover)

• Take responsibility for promoting and safeguarding the welfare of children and young persons

• Promote good attendance and punctuality and monitor in accordance with the school’s Attendance Policy providing support/intervention for those who find it hard to maintain high standard

 Qualifications and Skills required:

• QTS or equivalent combined with SEMH/SEN experience

• Experience with needs including ASD/SEMH/SEN

• Proven track record of obtaining positive student outcomes

• Innovative, passionate and pro-active

• Experience in developing intuitive lesson plans and developing the cirriculum