SENCO for SEND Resource Base (Mat Cover)
Ormiston Park Academy
Aveley
- Expired
- Job type:
- Part Time, Maternity Cover
- Apply by:
- 17 March 2023
Job overview
Vacancy: SENCo for SEND Resource base
Start Date: ASAP
Contract: Maternity Cover, Fixed term, 0.6FTE
Salary: TMS fringe /UPS fringe plus SEN2
We are looking to recruit an experienced SENCo to work within our ASCEND SEND provision base for a 12 month period of maternity cover1. ASCEND is a unique, bespoke educational provision based within Ormiston Park Academy. Our team of highly talented, professional and committed staff provide education and emotional / nurturing development for 30 students with SEMH. Our ideal candidate will be a qualified SENCo, ideally with experience within a similar setting although this is not essential as training and support will be provided and on-going throughout this tenure.
About Ormiston Park Academy
Ormiston Park Academy is a co-educational secondary school based in Aveley, Essex, for students aged 11-19.
Ormiston Park Academy holds both Healthy School and International School status. It has been granted Investors in People status and more recently has been accredited as a Microsoft Office Specialist provider.
The school officially reopened as an academy in 2009, replacing its predecessor school, Belhus Chase Specialist Humanities College. It is sponsored by the Ormiston Academies Trust. Students and staff moved into a new £16 million building in 2013.
Principal
Humayun Rashid (Acting)
Values and vision
Ormiston Park Academy’s work is guided by four fundamental principles: personalisation, globalism, innovation and inclusion.
These principles drive the secondary school to provide an education that is: designed to meet its students’ individual needs (personalisation); aimed at opening its students’ eyes to the world (globalism); always at the forefront of developments in learning (innovation); and designed to serve local families (inclusion).
Ofsted report
“The progress of the small number of students with special educational needs who attend the ASCEND unit is good, as is the care and support that they receive. Most teachers now have high ambitions for those they teach and challenge students to meet them. As a result, achievement is rising, particularly in English and mathematics, and especially for disadvantaged students. Students’ conduct around the academy site is generally positive. Behaviour within lessons is much improved. Levels of temporary exclusion are declining. Students feel safe and secure at the academy.”
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