Intervention Team: Primary

Position:Teacher

SalaryM1 –UPS2

Responsible to: Teacher, Intervention Team: Primary

JOB PURPOSE

  • To support mainstream schools in developing their own capacity to respond more effectively to the needs of primary aged children with SEMH
  • Support the development of strategies, techniques, processes, practices and training designed to increase the capacity of schools and staffin relation to SEMH and Behaviour for Learning.
  • Where appropriate, working alongside schools and colleagues in implementingschool-wide assessment and evaluation strategies – e.g. the Behaviour for learning framework
  • Contribute when required to providing support and intervention strategies for primary schools.
  • The post holder may be expected to work across the TBAP Trust as required. The duties outlined in this job may be modified by the Executive Headteacherwith your agreement, to reflect or anticipate changes in the job and needs ofthe school, commensurate with the salary and job title.

MAIN DUTIES:

  • Ensuring that all work undertaken is in accordance with the current School Teachers’ Payand Conditions Document, the policies of the TBAP, the agreed working practices of theATLST and applicable legislation.
  • To develop productive relationships with Headteachers, SENCOs teachers and support staff in order toengage them in becoming even more effective in including individual primary aged childrenwith SEMH and their parents/carers.
  • Working to support schools in more effectively monitoring progress and achievements ofprimary aged children with SEMH.
  • Ensuring that children and their families are properly engaged in developing supportprogrammes.
  • Working alongside the Lead teacher to ensure the effective and efficient deployment ofstaffing and resources within the strategic aims of the Team.
  • Working alongside the Lead teacher in monitoring and evaluating the effectiveness of workof the Team against agreed criteria.
  • Engaging and maintaining a personal profile with relevant groups, networks and partners,within settings and schools, to ensure the needs of primary aged children with SEMH aremet.
  • Working alongside teachers and other staff in schools, including co-teaching and modelling,in order to develop their skills in appropriately supporting individual children with SEMH
  • When appropriate, working directly with classes or groups of children to support theimplementation of support packages.
  • Contributing to the development and delivery of training and support packages around theidentification, support and monitoring of the individual needs of children with SEMH.
  • Preparing reports on their work, including evaluation reports, for a range of audiencesincluding, where appropriate, schools, parents/carers, the Team Leader, the Head ofService and others.
  • Taking advantage of training and development opportunities that further their skills andunderstanding surrounding support for children who have SEMH within the context of TBAP Development Plan.
  • Attending and participating in relevant meetings and reviews, as required by the Lead teacher and Director of Primary Interventions.
  • Taking a full part in the TBAPs Performance Management processes.
  • Undertaking any other duties and responsibilities appropriate to and in the spirit of therange of the salary grade.

You will be required to have a valid Enhanced DBS disclosure that will be re-checked every 3 years as per TBAP’s policy.

Person Specifications

1. Qualifications and Experience
1.1 / Qualified teacher status
1.3 / A successful primary teaching career which includes teaching in an inner city school for a minimum of 3 years.
1.4 / Evidence of recent continued professional development relevant to the post
1.5 / Experience in planning and implementing support programmes for children with SEMH.
2. Knowledge
2.1 / An understanding of behaviour for learning and a knowledge of a range of strategies to support individuals with SEMH needs.
2.2 / A knowledge and understanding of EYFS /KS1 or KS2 curriculum
2.3 / A knowledge of what constitutes outstanding teaching and an understanding of how to manage improvement in the quality of teaching and learning
2.4 / A knowledge of how children think and learn and what young people with Social, Emotional and Mental Health needs experience.
2.6 / Demonstrate a commitment to theprotection and safeguarding of children and young people.
3. Skills
3.1 / Leadership skills including the ability to involve and motivate others and contribute to the vision and direction of the Team and TBAP
3.2 / The ability effectively to use relevant data and information and to plan, monitor and evaluate interventions
3.3 / The ability to communicate effectively with a range of potential audiences
3.4 / Proven teaching skills and the ability to coach other staff and share good practice
3.6 / Good ICT skills
4. Personal Attributes
4.1 / The ability to manage oneself, including time management, professional direction and an ability to work as part of a team under pressure
4.2 / To demonstrate the core TBAP values of resilience, compassion and innovation.
4.3 / Evidence of a commitment to equality of opportunity and social inclusion

Revised March 2018