St Francis School

St Francis School

Recruitment Pack

For the Post of

Class Teacher

St Francis School, Fareham, Hampshire PO14 3BN

Executive Headteacher: Steve Hollinghurst BA MA (SEN) PGCE

Telephone: 01329 845730 Email:

Website: www.st-francis.hants.sch.uk

July 2017

Dear Candidate

Thank you for your interest in the post of Teacher and we hope you find this information pack of interest.

St Francis School is a forward thinking, fully inclusive school for children aged between 2 to 19 years of age who have severe learning difficulties and/or profound and multiple learning difficulties. Many of our pupils have additional physical, emotional and communication needs and a number are within the autistic spectrum and may display challenging behaviour.

The Executive Headteacher and the Governing Body are committed to ensure that the school’s highly motivated team of education and multi-agency professionals offer the highest quality provision to meet the educational and other needs of the children and their families

We are seeking to appoint an enthusiastic, compassionate and effective qualified teacher to join our successful, thriving school. We offer a fun, stimulating and creative environment in which all individuals are encouraged to reach their full potential - a place where people want to work and learn. In return, we will offer support, training and continuing professional development to the successful applicant. Salary will depend on experience + SEN point. The position is suitable for NQT/MPR/UPR.

St Francis School has an excellent reputation and was categorised as a Good School with Outstanding elements under the new OFSTED framework in October 2012, and is committed to becoming ‘Outstanding’ overall.

You are warmly invited to visit the school to discuss this exciting opportunity further, and we look forward to hearing from you. Please contact the school office to arrange a date.

Yours sincerely

Vanessa Thompson

Finance Officer

Message from the Headteacher

St. Francis is a special school for children aged between 2 and 19 with severe learning difficulties or profound and multiple learning difficulties.

Our highly motivated team of education and multi-agency professionals offers the highest quality provision dedicated to meeting the educational and other needs of children and families.

People succeed at our school in a supportive environment in which children and adults enjoy working in a fun and creative environment.

We are a forward thinking community where all children and adults are respected for their unique contributions.

St Francis has always been proud of its ethos of mutual respect and the relationship between staff and pupils is excellent.

The school aims to promote independence and self-sufficiency in all its pupils as far as possible. We have high expectations of our children, and work to provide an environment in which they can develop and shine to the best of their abilities. We hope that all our youngsters leave with the greatest possible chance of living life to the full and enjoying what their community has to offer.

We are constantly working to improve our School. Our aim is to be atruly outstanding school. In October 2012 we were rated as Good with Outstanding features by OFSTED.

Please look at the website or arrange a visit to fully appreciate what we are about.

Thank you for your interest in our school and we look forward to receiving your application.

Best wishes

Steve Hollinghurst

Executive Headteacher

CHILD PROTECTION

PROCEDURES TO FOLLOW IF A CHILD TELLS YOU THEY ARE BEING ABUSED OR YOU HAVE REASON TO BELIEVE THIS IS SO.

ANY REFERRALS OF SUSPECTED CHILD ABUSE MUST BE MADE THROUGH THE CHILD PROTECTION LIAISON OFFICER (CPLO/DSL)/DESIGNATED SAFEGURARDING LEAD (DSL).

Abuse may be sexual, emotional or physical. Our prime duty is to act in the interests of THE CHILD at all times.

If a child discloses or presents signs of abuse they should be treated with tact and sensitivity. They should not be made to repeat or go over the details several times.

1.  If a member of staff suspects a pupil has suffered abuse or is at risk, the CPLO/DSL (Headteacher - HT) must be informed. If the HT is absent then Deputy Headteacher (DHT) should be informed If DHT is unavailable talk to the Assistant Headteacher (AHT).

2.  The CPLO/DSL should contact Social Services and make a clear statement of:

·  Known facts

·  An accurate record must be made stating the facts of any injury, times,

·  Explanations and action taken

Staff should note this carefully and signs of physical injury should be described and noted on a body map.

·  Any words used should be quoted.

·  Any suspicions or allegations

·  Whether or not any contact has been made with the child’s family

·  The duty social worker will discuss the facts with the duty manager who will decide upon the next steps to be taken.

School staff should NOT notify or make enquiries of parents when abuse is suspected.

Social Care, in accepting the referral, become responsible for determining what action is to be taken including advising parents.

If a pupil is in need of urgent medical attention and there is suspicion of abuse the CPLO/DSL should take the pupil to the Accident and Emergency Department of the nearest hospital having first notified Social Services

Please read in conjunction with Safeguarding/Child Protection Policy.

“St Francis Special School is committed to safeguarding children and promoting the welfare of children and expects all staff and volunteers to share this commitment. We will ensure that all our recruitment and selection practices reflect this commitment. All successful candidates will be subject to Disclosure and Barring Service checks along with other relevant employment checks.”

Job Hazard Form

This form highlights hazards related to the role that could pose a risk to the post holder.

Role Title: Teacher

Manual Handling

This role requires hazardous manual handling operations. For example, regular moving of heavy objects, repetitive moving of objects or moving of people.

The types of manual handling operation involved in this role are people/children/objects.

These manual handling operations are required on a daily basis.

The weights involved in these manual handling operations are more than 15 kg.

Display Screen Equipment

This role will require the post holder to be a display screen equipment user. This will involve use of a laptop/desktop computer, virtual learning platform.

Job Characteristics

This role also involves working with children and young people with special needs.

This role involves personal care)/working with sharps (e.g. needles)/food handling.

This role also has potential to involve verbal abuse and/or aggression and this is likely on a frequent basis. The role is also likely to require physical behaviour management interventions for which the post holder will be trained.

Work Environment

This role is carried out in an environment which may involve working in water/entry to confined spaces/working with electricity/lone working on occasions/occasional outdoor work.

Work Equipment/Machinery

This role also involves working with moving machinery.

Personal Protective Equipment

Given the nature of this role, the post holder is required to wear personal protective equipment to be worn on their head/face/eyes/body/arms/legs/feet/hands.

Driving

This role may require the postholder to drive a mini bus. (Subject to MIDAS training)

COSHH (Control of Substances Hazardous to Health)

Biological Hazards

It is possible that postholder may come into routine or regular contact with people with infections e.g. TB/human blood or human bodily fluid e.g. through first aid/soil/waste

Chemical Hazards

The post holder may come into infrequent contact with any chemicals.

Applicants should be aware that where roles are exposed to hazardous risks, risk assessments are undertaken and control measures are put into place where possible.

PERSON SPECIFICATION - Teacher

ESSENTIAL CHARACTERISTICS / DESIRABLE CHARACTERISTICS / HOW ASSESSED
Qualifications / ·  Qualified teacher status
·  Evidence of recent and relevant professional development / A recognised or accredited specialism and/or specialist qualification in SEN / Application form
Experience / ·  Commitment to involving parents/carers in partnership with the school
·  Experience of leading a class and team / Teaching experience with SEN / Application form
Interview
Set tasks
Job Skills / Professional attitude
Can complete necessary paperwork
A high level of commitment
Flexible and able to work effectively with colleague
Able to lead others
A good communicator / Knowledge of Severe Learning Difficulties
Experience of writing IEP (Individual Education Plans) / Application Form
Interview
Interface with staff
Application form/ vetting references
Personal Qualities / Child centred approach
Ability to understand the children’s needs
Ability to work effectively as part of a team
Ability to remain flexible at all times and to vary and adapt to different working practices
Have a sense of humour / Ability to plan and deliver the curriculum in a creative way in order to meet IEP targets / Application and Interview
Interface with staff
Miscellaneous / Ability to provide a full 5 year education history/ employment history
Ability to pass a Disclosure and Barring Service check (DBS)
Possess a reasonable level of fitness in order to undertake the specified duties
Commitment and respect for family needs
Commitment to multidisciplinary working / Experience of using Makaton symbols and signs.
Team Teach trained
Lifting and handling trained
Experience or multisensory teaching approach / Vetting references
Application form
Valid Enhance Disclosure
Health Declaration Form and Medical Questionnaire
Interview
Other Characteristics / Positive attitude to inclusion
Ability to demonstrate a commitment to an understanding of equal opportunities / Application and Interview
Application and Interview

Class Teacher Job Description

Using the Teachers Standards (Sept 2012), any St Francis School additions are in italics. The job description is subject to the general conditions of service for a class teacher as set out in the School Teachers Pay and Conditions Document.

PART ONE: TEACHING
/ Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils.
A teacher must:
Set high expectations which inspire, motivate and challenge pupils / ·  establish a safe and stimulating environment for pupils, rooted in mutual respect
·  set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
·  demonstrate consistently the positive attitudes, values and behaviour
·  which are expected of pupils
(links to P8 on post-threshold standards)
Promote good progress and outcomes by pupils / ·  be accountable for pupils’ attainment, progress and outcomes
·  plan teaching to build on pupils’ capabilities and prior knowledge
·  guide pupils to reflect on the progress they have made and their emerging needs
·  demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
·  encourage pupils to take a responsible and conscientious attitude to their own work and study
(links to P8 on post-threshold standards)
Demonstrate good subject and curriculum knowledge / ·  have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings
·  demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship
·  demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject
·  if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
·  to establish, extend and model communication strategies relevant to the pupils needs
·  if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies
·  to be responsible for an agreed area(s) of the curriculum and to carry this out in line with the document ‘Expectations of Area of Learning Leaders’
(links to P5 on post-threshold standards)
Plan and teach well-structured lessons / ·  impart knowledge and develop understanding through effective use of lesson time
·  promote a love of learning and children’s intellectual curiosity
·  set homework or liase with parents/carers to ensure continuity of IEP and other targets and plan other out-of-class activities to consolidate and extend the knowledge and understanding
·  reflect systematically on the effectiveness of lessons and approaches to teaching
·  contribute to the design and provision of an engaging curriculum within the relevant subject area(s) to produce long, medium and short term planning in line with the St Francis School Policy Planning Progress and Achievement
(links to P7 on post-threshold standards)
Adapt teaching to respond to the strengths and needs of all pupils / ·  know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
·  have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
·  demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development have a clear understanding of the needs of all pupils; those of high ability (high achievers for our school population); those with English as an additional language; and be able to use and evaluate distinctive teaching approaches to engage and support them
·  Provide challenging and effective Individual Learning Plans for pupils
(links to P6 on post-threshold standards)
Make accurate and productive use of assessment / ·  know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements
·  make use of formative and summative assessment to secure pupils’ progress
·  use relevant data to monitor progress, set targets, and plan subsequent lessons
·  give pupils regular feedback, both orally and through accurate
·  marking, and encourage pupils to respond to the feedback (as appropriate)
(links to P3 and P4 on post-threshold standards)
Manage behaviour effectively to ensure a good and safe learning environment / ·  have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy
·  have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise and rewards consistently and fairly
·  manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them
·  maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary
·  work with the Behaviour Manager Coordinator to ensure any behaviour plans are consistently followed
(links to P2 on post-threshold standards)
Fulfil wider professional responsibilities / ·  make a positive contribution to the wider life and ethos of the school
·  develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support
·  deploy support staff effectively, (including students and volunteers), and take responsibility for developing their skills
·  take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues
·  communicate effectively with parents with regard to pupils’ achievements and well-being
·  Develop effective professional relationships with health service, social care colleagues, and other external agencies to ensure the best outcomes for children
·  Take a lead on and effectively manage any health or therapy needs of pupils.
(links to P1, P9 and P10 on post-threshold standards)
PART 2:
PERSONAL AND PROFESSIONAL CONDUCT / A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.
·  Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:-
o  treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position
o  having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions
o  showing tolerance of and respect for the rights of others
o  not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs
o  ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law
o  Following the St Francis School Staff Code of Conduct.
·  Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.
·  Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.