SEND Deputy Head of Year (Non Teaching)

SEND Deputy Head of Year (Non Teaching)

Beal High School, part of Beacon Multi-Academy Trust

Full-time (36 hours/week), Term-time only (44.26 weeks/year)

Salary Range:  LBR 5 Points 22-25, £24,462 – £25,809 FTE

Pro rata salary: £20,765.02 - £21,908.45

(Pay Point depending on experience and qualifications)

Required: ASAP

Closing Date: 6th September 2019

This is an outstanding school.  “Exemplary behaviour, mutual respect and a highly inclusive culture are key contributory factors’ (Ofsted 2012)

Beal High School would like to appoint a SEND Deputy Head of Year with a focus on Inclusion, as soon as possible.

The role is to support a high expectation inclusion culture working with our most vulnerable students across a specific year team; ensuring that all students achieve their full potential

The Trust is committed to safeguarding and promoting the welfare of young people and expects all members of staff to share this commitment. The below documents must be read prior to applying for this role and will be factored into interviews: 

Keeping Children Safe in Education 

BMAT – Safeguarding and Child Protection Policy 

Enhanced DBS (with list checks) is required for this post.

Further information and an application form can be found at www.beaconacademytrust.co.uk.

 Please forward your electronic applications to beasuccess@beaconacademytrust.co.uk

Please note we reserve the right to close or extend this position depending on application numbers, therefore we would urge candidates to submit an application as soon as possible.

Role Description

Purpose of role

To support a high expectation inclusion culture working with our most vulnerable students across a specific year team; ensuring that all students achieve their full potential and make above expected progress.

General duties and responsibilities 

• Work with the Head of Year, and the year team, to build and maintain an effective Pastoral Team which continually enhances the quality of Pastoral care and supports the progress of all students especially those who are most at risk of underachievement. 

• Develop a satellite SEND hub at the heart of a year group; developing, sharing and supporting high quality inclusive practice in classrooms and across the campus.

• Develop and maintain effective communication with parents and outside agencies to support students in our most vulnerable groups.

• Incorporate your current excellent practice into the role to enhance your effectiveness and impact

In post, Year 7 - 11 reassigned to different years as required. Responsibilities include but are not limited to the following:

• assist the Head of Year

• monitor the social and academic progress of vulnerable students in the Year Group

• facilitate, assess, report progress as required

• contribute to Year Group assemblies when requested 

• assist with Year group rewards and sanctions

• assist Form Tutors with attendance

• support and articulate BEAL values through - Routines, Expectations, Activities, Lessons (REAL)

• undertake specific responsibilities as designated by the Head of Year/SENCO and/or Leadership Team 

The above mentioned duties are neither exclusive nor exhaustive, duties and responsibilities of the post may change as requirements and circumstances change. The post holder will be required to carry out such other duties as requested by management that are broadly within the level of the post.

Essential qualifications, experience and skills

1. Instructor/mentor/teacher qualification
2. Evidence of Professional Development and training
3.  PACE/Inclusion experience
4.  Good results profile (evidence of added value)
5.  Successful teaching/mentoring/instructing outcomes
6.  Flexible and approachable 
7.  Communicate effectively  to a wide variety of audiences 
8.  Demonstrable people management skills 
9.  Maintain a caring and supportive class environment
10.  Use data effectively 
11.  Ability to monitor the performance of a group of students, using data
12.  Able to adapt and embrace change 
13.  Ability to find innovative solutions to problems/issues
14. Ability to work cooperatively as a positive team member and leader
15. A positive, “can-do” approach with colleagues and students

Desirable qualifications, experience and skills

1. Degree
2. Further professional qualifications
3. Track record of achieving outstanding progress with groups or cohorts
4.  Experience of raising students’ and staff aspirations
5. Experience of improving a school’s results to achieve outstanding levels of student performance
6. Experience of having developed and led a successful team
7. Experience of having challenged under performance