NORTH LEAMINGTON SCHOOL
Job Description for the Refocus & Home/School Liaison Manager
Start date: 01 September 2012
Salary Point: Scale J, Points 31-34
Responsible to: AHT Inclusion & Support/Deputy Headteacher Inclusion
Core Purpose:
To be responsible for managing the Refocus Centre, to include:
· Responsibility for developing the curriculum taught in the Centre
· Ensuring students make progress in line with their FFT-D Targets
· Monitoring the progress of students in the Centre
· Supporting the identification of students who will work in the Centre
· Supporting the learning needs of transient students (students from other secondary schools) on a short-term basis
· Coordinating entry and exit procedures for all students placed in the Refocus Centre
· Day to day line management of the Access to Learning TA
To be responsible for leading and managing Home/School Liaison, to include:
· Coordinating the Learning Managers’ work with families and external agencies
· Setting up appropriate protocols and documentation to support the identification and support of individuals
· Quality assuring the work done by the Learning Manager team
· Monitoring the progress of individual cases through to successful completion
· Liaising with relevant colleagues and agencies to make sure they are kept up to date and informed
· Setting up and managing self evaluation processes for the Refocus, Learning Managers and Access to Learning team
The person appointed will undertake the following duties and responsibilities:-
A. Strategic direction and development
To assist and support the AHT Inclusion & Support and Deputy Headteacher Inclusion:
· In the development, implementation and review of a whole-school policy for the use of the Refocus Room within the context of the school’s aims and policies
· In the development, implementation, management and reviewing of a whole school policy on home/school liaison so that it is applied consistently and to a high standard by all
· By attending all relevant meetings including SIT and Guidance Forum, to identify, track progress and set up relevant intervention
· In the production of short, medium and long-term plans to develop the Refocus Centre in relation to:
- Resources
- Staff professional development requirements
- The aims of the school, its policies and practices in relation to improvement in behaviour and student progress
- The School Development Plan and SEF
- Targets for realistic but challenging improvements in student outcomes
B. Teaching and Learning
To assist and support the AHT Inclusion & Support and Deputy Headteacher Inclusion:
· In securing and sustaining effective teaching and management of the Centre, in evaluating the quality of teaching and support and standards of students’ achievements, and in setting targets for improvement
· In ensuring that curriculum coverage, continuity and progression in the Centre coordinates successfully with these activities throughout the school
· In guiding colleagues to select the most appropriate teaching and learning methods in the Centre, and resources to meet the needs of the full range of students who attend the Centre
· In establishing a partnership with parents to involve them in their child’s learning and in celebrating student achievement
· In monitoring and effecting consistency in the application of school policies e.g. homework, school uniform and behaviour policy
And to:
· Take specific responsibility for producing the curriculum for the Centre and for developing appropriate schemes of learning
· Implement the behaviour policies and practices for assessing, recording and reporting on student achievement in line with school policy
· Be responsible, in conjunction with the Deputy Headteacher Inclusion, for teaching, standards and quality in the Centre, and to be constructive and offer critical appraisal of teaching methods and learning styles used in the Centre
· Contribute to the Target Setting process, ensuring that students review and reform their subject targets
· To establish positive and trusting relationships with students, treat them consistently with respect and consideration, provide opportunities for counselling if appropriate, negotiate and agree objectives, plan and develop strategies to meet the educational, social and emotional needs of the students
· To manage the supervision of students excluded from, or not working to, the normal timetable, including supporting the Refocus Centre and reintegration of students back into lessons
· Work closely with the Access to Learning TA and Learning Managers to support the needs of the students
· Work closely with the Leader of IAG & Pathways 11-18 for Progression to identify and set up appropriate alternative or flexible curriculum arrangements where needed in liaison with the Deputy Headteacher Inclusion
C. Leading and Managing Staff
Take specific responsibility for leading and managing staff in relation to the Refocus Centre, and assist and support the AHT Inclusion and Support and Deputy Headteacher Inclusion:
· In providing the support, challenge, information and development necessary to sustain motivation and secure improvement in student learning to all those with involvement in the teaching or support in the Centre
· In ensuring that the Headteacher, other senior managers and governors are well informed about Centre policies, plans and priorities, the success in meeting objectives and targets and Centre-related professional development plans
· In ensuring effective and efficient deployment of learning support, supply, and temporary staff by providing them with clear guidance and support
D. Efficient and effective deployment of staff and resources
To assist the AHT Inclusion and Support and Deputy Headteacher Inclusion:
· In establishing resource requirements for the Centre and in distributing Centre resources to meet the objectives of the school
· In ensuring a stimulating but safe working environment in which risks are regularly assessed
E. Other professional requirements
· Carry out other duties that may be reasonably delegated by the Headteacher
· Establish and maintain effective working relationships with professional colleagues and parents
· Participate, as required, in meetings with professional colleagues and parents in respect of the duties and responsibilities of the post
· Take responsibility for personal professional development
· Provide regular analysis of data, to show the impact of the Refocus Centre and interventions on student outcomes and whole school targets
· To participate in duty systems, including break times, lunchtimes, on call, before school and after school
· To help manage student detentions at break/after school with College Leaders
· To contribute to the transition programme for Year 5 and Year 6 into Year 7, including working with students who may struggle to cope with the move
· To be part of the induction process for new staff, including contributing to their CPD
· To participate in training relevant to the post and the Performance Review process
F. General
All school staff are expected to:
· Undertake other such reasonable duties as may be required from time to time
· Work towards and support the school’s vision and the objectives
· Support and contribute to the school’s responsibility for safeguarding students
· Work within the school’s Health and Safety Policy to ensure a safe working environment for staff, students and visitors
· Work within the school’s Diversity Policy to promote equality of opportunity for all students and staff, both current and prospective
· Maintain high professional standards of attendance, punctuality, appearance, conduct and positive, courteous relations with students, parents and colleagues
· Engage actively in the performance review process
· Adhere to school policies and procedures as set out in the staff handbook or other documentation available to all staff.
This job description should be seen as enabling rather than restrictive and will be subject to regular review. Given the evolving needs of the school, flexibility among staff is very important.