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Main Duties and Responsibilities:
Assist the Senior Leadership Team to support the identification of specific difficulties and associated risks that prevent individual pupils from engaging in education and reaching their full potential.
Develop additional and alternative creative interventions and learning activities that support progression and achievement, build self-esteem and encourage learning and social participation.
Deliver interventions and learning activities on a one to one or small group work basis, in a variety of environments under the direction of the Senior Leadership Team and the guidance of Lead Teachers.
Support and assist pupils to develop positive behaviours and strategies for managing difficult situations. Implement agreed approaches and behaviour plans in a consistent, fair and unbiased manner.
In conjunction with other key staff, help develop, review and implement the Personal Learning Plan’s for each student.
Contribute to the positive emotional health and wellbeing of all pupils. Build positive relationships with pupils, parents/carers and external agencies, modelling good practice and undertaking robust and consistent child safeguarding working practices as directed by Policies and Procedures.
Monitor effectiveness and accurately record progress and achievement in areas of behaviour, engagement, wellbeing and learning. Complete any associated paperwork and reports as required, and contribute to all Personal Learning Plans as directed by the Senior Leadership Teams.
Undertake additional or other duties as may be appropriate to achieve the objectives of the post and as directed and deemed appropriate by the Senior Leadership Team.
Demonstrate and model a commitment and contribution to the Equal Opportunities and Multi-Racial policies as well as anti-sexist practice at all times.
Follow and adhere to all Policies and Procedures at all times.
Undertake ongoing appropriate CPD and in service training as required by the job role.
Undertake any training to use all relevant technology and ICT packages to support the student’s with their learning and relevant qualifications
Provide information towards Children in Care Reviews and Personal Education Plan Meetings as requested.
Partake in ‘extra curricula’ activities (out of school hours and in school holidays as directed by Senior Leadership Team) in line with the identified needs of the pupils.
Maintain high standards by behaving and communicating in a professional manner at all times.
Channels and Choices was established in 2005. It was founded by a group of Qualified Social Workers who had become increasingly frustrated with the quality of children’s services when placing young people. From that time Channels & Choices has developed in to a Centre of excellence in therapeutic child care services. Channels and Choices Therapeutic Community comprises of 6 Children’s Residential Homes, a DFE Registered School, a Therapeutic Fostering Service and a Resident Therapy Team.
In December 2011 Channels and Choices opened The Sallygate School. This is a school for children with SEMH (Social, Emotional, Mental Health). The school curriculum caters for key stage 2, 3 and 4 pupils, and has a high level of staff to child ratios to ensure that each individual child has the opportunity to reach their full potential. The school offers a broad, balanced and differentiated curriculum blended with the new National Curriculum.
The teaching is based around a sound knowledge and understanding of the needs of each student, and is shaped around the ways in which different students learn. This means that we take care to nurture the individual talent, and aim to respond to the learning needs of every student. The curriculum is delivered in small learning groups with qualified teachers, who are supported by one or more learning mentors depending on the needs of the group. The timetable places a daily emphasis on Math, English and Science across all Key Stages.
The school works alongside a resident therapy team, including a resident Psychologist, to help young people work through difficult emotional and behavioural difficulties, which often present as extreme barriers to their learning.
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