Information for applicants for the post of: Inclusion Leader

Salary: MPR/ UPR and TLR 1.4

Closing date for applications: Friday 21st March 2014

Interview date: Monday 31st March 2014

We are looking to appoint a permanent Inclusion Leader for September 2014. We are seeking someone who will be ambitious for our students, has a vision for the development of an integrated inclusion agenda and will contribute to our becoming a fully outstanding college. The challenge for the successful applicants will be to develop an effective Alternative Provision, with academic rigour, for our most vulnerable students. The successful applicant will also need to create cohesive inclusion systems, from first response to short term intervention through the alternative provision. Close liaison with SEN will be vital. The successful candidate would also be expected to act as a coach for teaching staff to develop good and outstanding classroom management skills.

This is an exciting time for the school. In 2013 we had our strongest exam results with 57% of students achieving 5+ A*-C including English and Mathematics. Also 84% of students achieved 5+ A*- C overall.

As Head Teacher I have a clear vision and an absolute determination to improve Crestwood further. In July 2013 we received our third Ofsted Inspection under my leadership. We were deemed yet again to be “good” and Ofsted said we are a “good school, achieving good and rapid progress for students”. They also said that “The Head Teacher has taken decisive and successful action to move the school on.” We as a school are clear about our improvement agenda and we work cohesively as a team. As this was our third consecutive good grading it demonstrates that at Crestwood we are continually providing a consistent quality in all we do, against a backdrop of tougher standards and criteria to be judged against.

Currently, the Alternative Provision is in its’ trial phase. In April 2013, we launched the provision, staffed by experienced support staff. It was mainly geared at Key Stage 4 children at risk of permanent exclusion. The provision has served a purpose, as it has calmed the behaviour in the main school. However, over time, it has become clear that this is not the solution and that a more intervention style approach should be focussed at Key Stage 3 to avoid the disengagement at Key Stage 4. Whilst the provision has had many successes with school phobic and emotionally vulnerable children, at a recent LA visit, it highlighted also that the academic rigour was lacking.

More established are the roles of our Behaviour Support Team, who are the front line for any concerns and issues raised by Parents or Carers. They work very closely with Year Leaders and are very pro-active and highly skilled at dealing with issues as they arise. This is a highly regarded service by all in the school. They oversee the On Call statistics, behaviour log and school detentions. One of the Behaviour Support Team also oversees the Inclusion Room, an alternative to short term exclusions. This is staffed currently by teachers with surplus time on their timetable.

Currently, the Alternative Provision is housed in two rooms, one for academic learning and one for 1:1 intervention, in a quiet annex of the school. The Behaviour Support Team are based in the main school building, in close proximity to the Inclusion Room. Your team will comprise of a Nurture Co-ordinator, Parent Support Advisor, two Behaviour Support Workers (linked to YL) and a Behaviour Support Worker who works within the classroom.

We have enhanced our college significantly over the past few years. We boast a floodlit Astroturf, new sports hall and a fitness suite. This fitness suite is known as “Crestfit” and has over 100 members. It operates from 4pm – 10pm weekday evenings and during the day time at weekends. We have refurbished nearly all areas across the school including our hard court area, outside areas landscaped, improvements to the car park and a catering room and restaurant. We have a pre-school on site and provide a wide range of extended school activities, including parental support and holiday clubs. We are a college continually on the up and have a can do more attitude.

As a new member of staff you will be well supported. We have a comprehensive induction process and you will be given an Induction Mentor. The middle leadership of the core subjects is exceptionally strong and they will actively support you in role. We have the Investors in People standard, CPD award, at Gold level and see professional learning as a major strategic priority.

So, this is the challenge, to bring together separate arms of the Inclusion agenda and make it a cohesive service for our most vulnerable young people. Are you the person we are looking for? Do you have the strategic vision and drive to make this highly successful, so our young people leave with good life chances, a future with prospects?

Your application should comprise of a completed Hampshire teaching application form, and a letter in which you should outline your experience to date, the reasons for your interest in the post and your suitability for it. Applications, with the names and addresses of two referees, should be returned to the Head Teacher. We look forward to hearing from you.

Krista Dawkins

Head Teacher

February 2014


CRESTWOOD COLLEGE

For Business and Enterprise

Person Specification for the post of

Inclusion Leader

Area / Essential / Desirable
Qualifications / Graduate with QTS / SENCo training
Professional Development / Teaching in secondary schools with challenging behaviour / Up to date Inset in BESD
Ability to teach English and Mathematics
Experience / Proven classroom management skills
Proven successful behaviour management / Experience of working with children in another role
Experience of teaching in SEN or alternative settings
Already in a Middle Leadership role
Knowledge and skills / Proven ability to build positive relationships with students and staff
Ability to be an effective team member
A working knowledge of the NC / Clear understanding of strategies to develop the learning process for all students
Good understanding of how to use data to promote progress
Personal attributes / Reflective and analytical practitioner
Capacity for hard work with enthusiasm, humour and energy for achieving the best for all students
Ability to inspire children
Tenacity and ability to stay calm under pressure
Ability to provide rigorous and energetic learning experiences
Good organisational skills
High expectations of high standards of academic attainment, achievement and ethos
Good health, stamina, resilience