School Intervention Unit Manager Application Pack For September
School Intervention Unit Manager Application Pack For September 2019 Dear Applicant Thank you for requesting details of the post of School Intervention Unit Manager. I very much hope that after reading the enclosed information, you wish to apply. We are situated on the northern outskirts of the town of Stafford and draw nearly two-thirds of our students from the surrounding suburban area and the remainder from a rural area extending towards the Shropshire border. Students come from all sections of society and cover the entire ability range making the school a true comprehensive. The successful candidate will join a school committed to continuous improvement and to providing a vibrant educational experience. We welcome change and view new initiatives as opportunities to further our aims. We share good practice systematically and use a highly structured CPD programme to continually develop staff. We are looking for forward thinking, inspirational individuals prepared to play a full and active role in our further development. Should you wish to join our team, I very much look forward to receiving your application. The school is committed to ensuring all staff and students have access to equal opportunities. Please be aware that all appointments will be subject to an enhanced DBS clearance and as part of our stringent safeguarding procedures the interview process will include an assessment of a candidates suitability to work with children. Yours sincerely Lesley Beck Headteacher
Lesley Beck Headteacher Our vision is summed up in our mission statement Learning, Working and Succeeding Together For us, the together is absolutely critical; collaboration, cooperation and teamwork are essential for developing the skills, knowledge and confidence necessary for academic and personal excellence. As well as the drive to achieve academically, the ability to self-regulate, to communicate clearly with others, to know and be proud of who you are, to be compassionate to others and to be ambitious for yourself and others are equally important. We passionately believe that the circumstances of birth or upbringing should not be the key determining factors to success in life and we are relentless in our ambition for ALL children to achieve as well as possible at Sir Graham Balfour School, regardless of their sexual orientation, socio-economic, ethnic, religious or gender status. School Balfour School Sir Sir Graham Graham Balfour Welcome to Sir Graham Balfour School which OFSTED in May 2014 found to be a Good school with Outstanding features. I hope you find the information it contains useful and informative. Our Values These are the values which we believe will help our students to become excellent citizens of Stafford and beyond:
Commitment to excellence Ambition for ourselves and others Responsibility for ourselves and others Care for the local and wider Community Respect, Kindness and Compassion for ourselves and others Perseverance and resilience Pride in working hard and the success it brings Our values drive and shape every aspect of school life, taking the place of school rules. They seek to reinforce the development of the whole person, in addition to the academic. They are values which will, if routinely exemplified and embedded, give our young people all the skills and characteristics necessary to become outstanding citizens of the future. Sir Graham Balfour School Our aim as a school, working alongside parents and our community, is to help students to become outstanding and effective citizens; to make responsible, appropriate and healthy choices in all things. Staff and parents will not always be there, at the point where critical decisions need to be made. This is why we are committed to values based learning; rules prescribe a set of appropriate/inappropriate behaviours (e.g. dont run in the corridors) which are specific to given contexts, whereas values provide a set of aspirational guidelines within which children must choose the right behaviour or action for the vast array of contexts they will be faced with in life (e.g. how do I need to move around the school if I am taking responsibility for myself and others?). Employee Benefits
SGB MAT is a member of the Education Broker Wellbeing Package enabling staff and their immediate family to access the following services: Family Issues Family Matters Drugs & Alcohol Stress Gambling Financial Relationships Legal Domestic Abuse Insurance Claims Consumer Issues Debt
Childcare Work Housing and many more SGB MAT is part of the Government Childcare Voucher and Tax Free Childcare schemes enabling staff to make tax efficient child care payments to their nurseries. Vacancy Details School Intervention Unit Manager Full Time, Permanent - SGB Pay Scale 23,720 - 34,324 negotiable according to experience plus TLR 2.8 (6,645) Required from September 2019 We are seeking to appoint a dynamic, positive and ambitious colleague who will fully embrace our values; working alongside our highly committed, excellent staff to ensure that Sir Graham Balfour continues to develop into a truly outstanding school. Behaviour and Safety were judged to be outstanding at our last Ofsted in 2014, and we are confident that this has improved still further since then. The purpose of this post is to ensure that we continue to minimise low level disruption even further, so that the students of our school can be taught by their expert teachers, in a consistently calm and purposeful environment. At Sir Graham Balfour we offer: A friendly, well-motivated staff, who embrace willingly a culture of professional development. An ever growing reputation in the local community which has resulted in the school being consistently oversubscribed over several years. A highly positive climate for learning. A first rate learning environment. We are housed in buildings completed in 2002 and financed via a PFI initiative. Innovative 14-19 collaboration and an increasing roll at KS5.
A commitment to inclusive practice. Vacancy Details How to Apply Please note: The school is committed to ensuring the safety and wellbeing of all students and as such all applicants will be submitted for an enhanced DBS check. Applications can only be accepted if submitted on the enclosed formal application form. Two references will be required, one of which must be from your most recent employer. We confirm our commitment to equality of opportunity in all areas of our work. All individuals will be treated in a fair and equal manner and in accordance with the law regardless of gender, marital status, race, religion, colour, age, disability or sexual orientation. Visits to the school are strongly recommended and can be arranged by contacting Mrs Vicki McKeen (details below). For an application pack, please access our website, www.sirgrahambalfour.co.uk or contact Mrs Vicki McKeen, Headteachers PA, on [email protected] or telephone 01785 223490. The closing date for applications is: 11.00am on Tuesday 14th May 2019. Please return completed applications to [email protected] Shortlisting for this post will take place on the same day and successful applicants will be contacted no later than 3.20pm on the following day. If you have not heard from us by this time, please assume you have not been successful on this occasion. Interviews will take place on 20th and 21st May 2019. There may be further short-listing at the end of the first day (20 th May). Interviews will consist of a wide variety of activities in keeping with the remit of this post. Further details will be sent to shortlisted candidates. Job Description How to Apply School Intervention Unit (SIU) Manager Purpose
The postholder will be expected to work closely with the Assistant Headteacher i/c Intervention to monitor students behaviour and attitude to learning; liaising with Pastoral Leaders, teachers and subject leaders and offering assistance where necessary. They will coordinate and support the effective delivery of curriculum for students in the SIU. They will also act as a key point of contact for parents and should build and maintain positive, professional relations with all our parent community. To help give the students in the SIU the skills necessary to be reintegrated back into mainstream classrooms and to ensure that the rest of the students in the school are not affected by the inappropriate behaviour of a small minority. The SIU caters for students who have behaved poorly in class, and who have disrupted the learning of students to the degree that they are referred to the SIU by the AHT i/ c Intervention. It is used for the purpose of isolation and personal reflection, providing a time out function and an alternative to exclusion. It may also be used by students temporarily withdrawn from lessons to catch up on work/controlled assessments etc. Key Duties and Responsibilities Acting as a role model for students and staff by demonstrating high quality pastoral care and support, rigorously high expectations and a visible professional presence with pupils - challenging poor behaviour at all times and supporting the Schools ethos and values. To manager the SIU and the students within it, liaising with the AHT i/c Intervention, other Pastoral leaders, teachers and other staff as appropriate. To create and maintain an environment within the SIU which is in keeping with the vision and values of the School. To create and enforce a highly structured environment for students with consistency of expectations and clarity about the use of rewards and sanctions, in keeping with the B4L policy. To support the supervision of students at the normal break and lunch-time and to contribute to extended days where appropriate. To line manage the Inclusion and Mentoring Officer To assist in delivering and shaping the Schools Behaviour for Learning policy. To deliver and oversee curricular work provided by staff to the students in the SIU, to include GCSE programmes where necessary. To plan and co-deliver behavioural intervention programmes to support students to reflect and improve their conduct. To ensure that a relevant re-integration process is carried out following any fixed term exclusion. Working with students offering 1:1 support through coaching and mentoring both inside and outside of the classroom. Monitor student behaviour and liaise with the AHT i/c Intervention to undertake the necessary interventions when appropriate. Proactively seek and work with other agencies in the support of students.
Proactively seek out, assess and recommend appropriate Alternative Provision, where available and affordable. This will include Work-based learning opportunities. To promote inclusion and acceptance of students across the school and community. To motivate students, to promote and reinforce self-esteem. To participate in the induction of students during Managed Moves. To participate in the comprehensive assessment of students to determine those in need of particular help. To participate in producing a plan/do/review cycle with students, parents/carers and teachers. To respond to staff requests for behavioural support in lessons - advising on strategies, providing in class observation when necessary. To liaise with teachers to ensure that students who may, from time to time, be withdrawn from lessons are reintegrated as smoothly and as soon as possible. To evaluate the progress made by individuals and/or groups of students. To provide information to parents and to keep accurate records of meetings with students with agreed outcomes. To contact parents or carers regularly to discuss issues and to keep accurate records of the outcomes. To attend the relevant Pastoral and Extended Leadership Group meetings and associated monitoring meetings, with reports on behaviour and progress with individuals. To represent the School at meetings involving other agencies in connection with students in the SIU. To be aware and comply with all school policies and procedures, and particularly on SEN, Safeguarding, Attendance, Behaviour for Learning, Health and Safety and GDPR. Please note the following: The duties outlined in this job description are in addition to those covered by the latest School Teachers Pay and Conditions document. It may be modified by the Headteacher with the agreement of the postholder, to reflect or anticipate changes in the job commensurate with the salary and job title. Whilst every effort has been made to explain the main duties and responsibilities of the post, each individual task undertaken may not be identified. Employees will be expected to comply with any reasonable request from the Leadership Group to undertake work of a similar level that is not specified in this job
description. The School will endeavour to make any necessary reasonable adjustments to the job and the working environment, to enable access to employment opportunities for disabled job applicants, or continued employment for any employee who develops a disabling condition. How to Apply Person Specification Qualifications and Professional Development Essential Degree or Honours Degree Qualified Teacher Status Relevant experience of supporting students in an educational/pastoral setting. Desirable Other qualifications relating to the role. Evidence of CPD. Knowledge, Skills and Competencies Essential
Due to the nature of the role you must have strong behaviour management skills and be able to adapt to any situation. A committed and highly motivated team player. Excellent written and verbal communication skills. A good organizer and able to work under pressure. Able to work on own initiative. Supremely patient, with the ability to remain calm and resolve issues. Flexible and able to respond quickly and calmly to new situations. Identify clear teaching objectives and content and be able to deliver them successfully. Where necessary, provide clear structures for lessons and sequences of lessons in the short, medium and longer term which maintain motivations and challenge for students. Ability to assess student work (on the occasions when not directed by a specialist teacher) and give constructive feedback Ability to motivate and re-engage disaffected students: be able to give a fresh start, in the hopes that each child can become engaged.
You must be able to build rapport with the pupils you are working with. Enthusiastic, hardworking and dedicated. A genuine passion for supporting young people. The ability to form strong working relationships with students and adults. The ability to interpret student progress data. Knowledge of safeguarding procedures. Previous experience of counselling, coaching and mentoring. Be willing to be involved in the extra- curricular life of the school. Desirable A good level of ICT skills. Experience of SIMS How to Apply Person Specification Experience Essential Experience of supporting students in an educational/pastoral setting to enthuse and motivate them to achieve positive outcomes and promote their development. Experience of working with a wide range of students and abilities from different social backgrounds. Desirable
Currently working in a UK secondary school Commitment to Safeguarding Sir Graham Balfour School recognises its legal duty under s175 Education Act 2002 and the 1989 and 2004 Children Acts. We take seriously our responsibilities to protect and safeguard the interests of all students. This organisation recognises that effective child protection work requires sound procedures, good interagency co-operation and a workforce that is competent and confident in responding to child protection situations. Our Safeguarding Policy aims to provide a framework which ensures that all our practice in regard to safeguarding children is consistent with the stated values and procedures that underpin all work with children and young people. Statutory guidance defines a child as anyone who has not yet reached their 18th Birthday. The Policy has regard to the statutory guidance Working Together to Safeguard Children 2015 and Keeping Children Safe in Education 2016 (KCSIE). The Policy is in keeping with Staffordshire Safeguarding Children Boards (SSCB) policies and procedures and their training strategy and reflects what the SSCB considers to be safe and professional practice. Child protection has to be considered within professionals wider safeguarding responsibilities that include a duty to co-operate under the Children Act 2004 and takes account of the need for children to be healthy and stay safe. This document also seeks to make the professional responsibilities clear to all staff (teaching and nonteaching, including temporary and supply), governors and volunteers to ensure that statutory and other duties are met. All staff and volunteers need to have read and be familiar with this Policy, and all our internal procedures around referral, including contact details of the Designated Safeguarding Leads (referred to as DSL(s) in subsequent paragraphs).
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