Education
PUPIL SUPPORT (ALN)
SENSORY AND COMMUNICATION SUPPORT SERVICE
Teacher of the Deaf for Early Years and Foundation Stage
MPS + SEN 2 for Teachers with the Mandatory Qualification in Hearing Impairment HRS/WEEK: 19.5 HRS WEEKS/YEAR: 39 weeks
To cover maternity leave from mid-February until July 2018
Due to maternity leave an exciting opportunity has arisen to join the Hearing Impairment Service as a temporary, part-time Teacher of the Deaf, working in the 0 to 6 age range. This is a unique chance to not only join a highly experienced support team for hearing impaired children, but to work in close collaboration with other teams across the Sensory and Communication Support Service.
The Sensory and Communication Support Service provides regional support across five local authorities: Caerphilly, Blaenau Gwent, Monmouthshire, Newport and Torfaen for children with visual, hearing and multisensory impairments, as well as those with communication difficulties.
As a Teacher of the Deaf you will ensure that high quality services are delivered to families, early years settings and schools across the five local authorities. The Teacher of the Deaf will work with Specialist Higher Level Teaching Assistants in supporting families and settings to build their capacity to meet the needs of children with hearing impairment. Pupils’ educational progress and wellbeing through the promotion of truly inclusive environments will be your prime focus.
You will be a qualified and experienced Teacher of the Deaf and have excellent interpersonal skills.
The position will be based at Brecon House, William Brown Close, Llantarnam Business Park, Cwmbran, NP44 3AB. Travel across all five of the authorities will be required.
For an informal discussion or to arrange a visit to the team base, please contact Jo Plant, Head of Hearing Impairment Service on 01633 624270 or
This post is subject to a Standard/Enhanced Disclosure Application to the Disclosure and Barring Service
This post requires registration with the EWC - Education Workforce Council
You are welcome to submit your application in English or in Welsh. Each application will be treated equally.
Please e-mail completed applications to . Alternatively send application form to: The Recruitment Team, Floor 4, Civic Centre, Pontypool, Torfaen NP4 6YB.
Closing Date: 12 noon 22nd January 2018
Interviews to be held 30th January 2018
Post Ref: REQ001514 – 2201
Position DetailsPosition Title: Maternity Cover Teacher of the Deaf for Early Years and Foundation Stage
Grade: MPS +SEN 2 for teachers with the mandatory qualification in hearing impairment
Section: Pupil Support / Service Area: Sensory and Communication Support Service
Responsible To: Head of Sensory and Communication Support Service / Responsible For: Managing a caseload of learners.
Job Evaluation ID / Date Issued: 8th January 2018
Job Purpose
To contribute to improving learner outcomes by assisting families, early year’s settings and schools to develop their capacity to meet the needs of learners with a hearing loss, including those with multiple disabilities. This will include promoting an inclusive ethos for learners with hearing impairment in which educational progress, attainment and expectations are in line with learners who have the same age and ability profiles. Leading and/or contributing to the planning, preparation and delivering of learning activities, is a primary function. Providing training to setting and school based staff is a key element of the role as are links with learners’ families.
Principal Accountabilities and Responsibilities
Supporting Learner Outcomes:
The post holder will
· Work within the monitor, challenge, support and intervene agenda to assist early years settings and schools to develop their capacity to support learners with hearing impairment
· Contribute to the improvement of learner outcomes
· Ensure families are central to service delivery and decision making processes.
· Ensure the curriculum is relevant, appropriately challenging and motivating for learners with hearing impairment
· Work alongside other colleagues to achieve optimum curriculum access, developing teaching strategies and setting clear learning objectives to complement the learner’s individual learning plan
· Ensure learners have appropriate equipment to improve and enable independent access to the curriculum and assessment materials
· Work closely with others to achieve a full and shared understanding of the needs of learners with hearing impairment including those with multiple disabilities.
· Teach individual learners to improve learner outcomes
· Serve as a model of good practice for others
· Use augmentative communication models to facilitate the learner’s understanding and access to learning and social environments.
· Monitor, support and develop the use of ICT in order that equipment used by learners increases their independent learning
· Ensure learners develop the knowledge, skills and self-esteem for self-advocacy and be able to identify and manage risks and situations in which they find themselves
· Ensure full access to activities that encourage social development
· Monitor, record and review learners’ progress in ways that are compatible with the schools’ record keeping
· Work collaboratively with other agencies to determine the components of the one page profile and make referrals to agencies such as specialist speech and language therapists for hearing impairment
· Ensure continuity of support, assisting learners to make successful transitions between educational phases.
· Work collaboratively with others to support the learner’s continued engagement in life long learning
· Promote the learner’s equality, diversity, rights and responsibilities.
Learner Assessment:
The post holder will
· Carry out functional hearing assessments using appropriate tests
· Provide robust risk assessments of settings and school environments for learners with hearing impairment, ensuring access to learning, safety and wellbeing remain at the forefront of planning
· Write clear and well informed lesson plans, suitably evaluated to enable further progression towards learning objectives
· Write clear reports following assessments or when requested by other agencies
· Complete developmental language assessments as appropriate using the Service’s assessment materials.
· Following assessment, set realistic and challenging targets for achievement within individual development plans or service specific individual support plan.
· Use and analyse data to inform learning and as a measure for demonstrating improved learner outcomes
· Review assessment outcomes with the learner, school and parents/carers
· Link effectively with schools and settings to ensure national assessment tests are managed appropriately
· Identify existing and potential barriers to learning and work collaboratively with support agencies to provide a holistic network of intervention.
· Evaluate teaching and learning targets by monitoring the work of support staff, identify effective practice and areas for improvement and take appropriate action to further improve the quality of teaching
· Maintain accurate records of progress
· To attend multi-agency Children’s Hearing Impairment Clinics and participate in multi-agency assessment
Parental Engagement:
The post holder will
· Maintain relevant links with families who have a hearing impaired child which will include home visits
· Offer guidance to families as appropriate, about the audiological, educational and developmental needs of their children
· Effectively liaise with other agencies to support a seamless service for all families
Supervision/Management of People
The post holder will
· Demonstrate an active contribution to the policies and aspirations of the Sensory and Communication Service
· Support staff in the development and implementation of individual support plans.
· Contribute to the corporate life of inclusion services through effective participation in meetings and operational systems
· Take on any additional responsibilities which might from time to time be determined in line with the Service Improvement Plan
· Have regard to and work within stated policies and practices of Torfaen County Borough Council and the Sensory and Communication Support Service.
Key Working Relationships
· Head of Sensory and Communication Support Service
· Service Senior Leadership Team
· Staff attached to the Hearing Impairment Service: advisory teachers, teachers of the deaf, specialist higher level teaching assistants and administrative staff.
· Local Authority Officers: across the 5 local authorities
· Specialist Networks across Wales
· Visual Impairment and ComIT teams
· Learners: those who receive pre-school and school intervention including the service specialist pre-school group.
· School and setting staff.
· Parents/carers: at home, on site or in schools
· Multi agency working: health, social services and the voluntary sector
Resources/Equipment/Material
The post holder will
· Manage and organise learning resources matched to learners’ needs
· Support the use of resources which enhance access to information and for recording purposes and those relating to ICT applications
Health and Safety
The post holder will
· Operate within agreed legal and ethical boundaries when working with learners with hearing impairment having due regard to the Code of Practice on the identification and assessment of additional learning needs, the implications of the Equality Act 2010 and child protection procedures
· Be aware of and respond appropriately to any health and safety issues raised within school environments.
· The post holder will be committed to safeguarding and promoting the welfare of children and young people across all settings they work in.
Knowledge, Skills, Training and Experience
The post holder will
· Meet the Practising Teacher Standards (PTS) issued by the Welsh Government
· Use school and service data as benchmarks for improvement
· Adhere to Torfaen County Borough Council policies on child protection and for promoting and safeguarding the welfare of learners
· Prioritise and manage time effectively
· Operate at all times within stated policies and practices of the Service.
Special Working Conditions
The working environment is variable and dependent on the needs of the learner. Programmes are delivered within the school and early year’s settings, the home or at the pre-school group held at Brecon House. Learners are provided with a continuum of experiences, which focus on their Individual Support Plan or Individual Development Plan. Risk assessments are in place for all settings.
General
· To observe confidentiality in all aspects of work.
· To participate in the service area’s supervision process and/or Corporate Appraisal process.
· To demonstrate a willingness to undertake training development and learning opportunities to improve skills.
· Comply with and support others to observe Health and Safety Act 2009 procedures and processes.
· To adhere to the terms of the Alternative Working Strategy should the post be eligible.
· To work within the Councils’ policy and procedures in respect of equal opportunity, anti-discriminatory and anti-oppressive practices.
· To accept that this job description may be periodically subject to review.
· To undertake any other duties and/or times of work as may be reasonably required of you, commensurate with your grade or general level of responsibility within the organisation, at your place of work or based in any other establishment.
For office use only
Shortlisted By:
Name of Candidate: / Date:
Please note you will need to meet the essential criterion to be invited for interview.
Requirements / Selection MethodEssential or Desirable / Score / Tested at Interview and/or Application Form
Education/Qualifications/Knowledge
1.1 Qualified Teacher Status or equivalent / Essential / Application
1.2 Degree level education / Essential / Application
1.3 Mandatory post graduate
qualification in hearing impairment (HI) / Essential / Application
Experience
2.1 High level of expert knowledge in teaching and learning. / Essential / Application/
Interview
2.2 Excellent knowledge of current pedagogy relating to pupils with a hearing impairment. / Essential / Application/
Interview
2.3 Understanding of HI and its implications on development / Essential / Application/
Interview
2.4 Specific knowledge of assistive listening devices and their use in the classroom / Essential / Application/
Interview
2.5 Full working knowledge of relevant policies /codes of practice /legislation / Essential / Application/
Interview
2.6 Knowledge of British Sign Language to at least Level 1 / Essential / Application
2.7 Up to date knowledge and understanding of service/school monitoring systems / Desirable / Application/
Interview
2.8 Able to demonstrate experience of raising standards of achievement. / Essential / Application/
Interview
2.9 Experience of working with children with hearing impairment in a variety of settings. / Essential / Application/
Interview
2.10 Successful experience of delivering training / Desirable / Application/
Interview
2.11 Experience of facilitating the work of multiagency partnerships. / Desirable / Application/
Interview
2.12 Experience in working with learners with a range of additional learning needs / Desirable / Application/
Interview
Skills and Abilities
3.1 Effective communication skills –
written, verbal and listening / Essential / Application/
Interview
3.2 The ability to work autonomously and
as part of a team / Essential / Application/
Interview
3.3 Ability to manage workload and
meet deadlines / Essential / Application/
Interview
3.4 The ability to recognise when to seek
advice / Essential / Application/
Interview
3.5 Welsh Language Skills / Desirable / Application
Personal Attributes
4.1 Excellent interpersonal skills
Including the ability to respond flexibly, sensitively and positively to others / Essential / Application/
Interview
4.2 A commitment to an organisation run using person centred practice / Essential / Application/
Interview
Circumstances
Ability to travel the five county boroughs / Essential / Application
Satisfactory Enhanced DBS Check / Essential / Application
Total Short Listing Score
Score key: 0 = Not Met Criteria 1 = Fully Met Criteria