Vacancies

SCALE: L8-12

EFFECTIVE FROM: January 2021 (or earlier with agreement)

RESPONSIBLE TO: Executive Headteacher

CLOSING DATE: 28/10/2020 10.00AM

Job Purpose

Working with the Executive Head Teacher, the Trust Leader and as part of the TTLP School Improvement Team, provide strategic leadership of Alternative Provision across all schools within the Trust.

The post-holder will be responsible for ensuring a full range of suitable and challenging learning opportunities are available, consistent with the school’s current curriculum offer and the ambitious vision for alternative provision; including full-time education for students who may be at risk of permanent exclusion. 

Main areas of responsibility

• To develop and implement an Alternative Provision programme across the Trust to ensure that the learning, wellbeing and safeguarding needs of students with high levels of need and vulnerability are met.
• To be responsible for the strategic leadership and management of Alternative Provision including line management responsibilities, referral procedures, quality of provision and record keeping/reporting. 
• To be responsible for the day-to-day management, control and operation of Alternative Provision within the school, across the trust, including effective deployment of staff and physical resources.
• Improve specialist capacity for groups of schools – run internal exclusion provision, including offering more preventative work and traded places in offsite AP to other local schools – quality assure local offsite AP, and offer this service to other local schools on a traded basis.
• Support the delivery of local commissioning in conjunction with schools in the locality, FE Colleges and other schools beyond the County in order to provide high quality alternative provision. 
• To be responsible for developing closer, more constructive and collaborative local partnerships with Schools, FE Colleges and other AP providers. 
• Working with the inclusion leadership team, improve targeted and preventative support for young people with complex needs; to identify undiagnosed social, emotional and mental health (SEMH); and introduce effective programmes to support wellbeing and self-regulation amongst pupils with SEMH.
• To ensure Alternative Provision programmes provide ambitious, broad and balanced curriculum offers, including where appropriate vocational and academic options, capable of maintaining standards that can also offer a framework for students to be reintegrated back to their mainstream schools or academies. 
• To work as part of a team in developing and quality assuring the Quality of Education for vulnerable and disengaged students.
• To play an active part in improving Quality of Education for vulnerable and disengaged students by providing appropriate coaching and professional learning for colleagues to improve capacity to meet the needs of these students in formal curriculum lessons, form time and through online learning.
• To be responsible for the development of effective provision mapping, tracking the impact of specific interventions to ensure that students at risk make better progress.
• To be responsible for the safety, wellbeing and achievement of students at the identified Centre(s) by maintaining a discernible presence, providing effective leadership, keeping skills and knowledge up to date and adhering to robust policies, processes and procedures as prescribed by the law or agreed local and national guidance.
• Provide strategic leadership on effective strategies to reduce the number of permanent, fixed term and repeat of exclusions.
• To lead on effective behaviour support for students at risk of permanent exclusion or who are repeatedly receiving fixed term exclusions.
• Working with the inclusion leadership team develop a graduated response plan for behaviour management.
• To ensure that the school has good knowledge and understanding of national, regional and local developments related to at risk students.
• Support the senior leadership team and Governors to be effective in exercising their duties and responsibilities in full, offering them regular advice and support, in addition to the production of coherent and accurate records, plans and other detailed information as required.
• Be fully informed and involved in regional, national and governmental plans by attending meetings, conferences and training with national partners, the DfE, and Ofsted as required and is reasonable. 
• Keep abreast of local and national initiatives, guidance and legislation that relates to alternative provision and education as a whole with a view to implementing and developing as necessary.

Appraisal & Continuous Professional Development:

• Ensuring adherence to the Teacher Standards. 
• To undertake Appraisal Reviews and to act as reviewer for Teaching Assistants and other relevant staff.
• Keep up to date with recent education developments and to participate in INSET.
• Participate in the school system of coaching.
• Undertaking any reasonable direction from the Headteacher

School Ethos: 

For Glossopdale staff in general:

• Play a full part in the life of the school community, supporting its distinctive vision and values and leading staff and students in doing the same. 
• Actively supporting the school’s policies and expectations. 
• Adhering to the staff professional code of conduct by being courteous to colleagues and students and provide a welcoming environment to parents and other visitors.
• Complying with the school’s Health and Safety Policy. 
• Checking emails on a daily basis to keep up to date with issues communicated within the school.
• Take part in break duty rotas.
• Have regard for and promote the School’s Equality Policy. 
• Attendance at parents’ evenings and other relevant meetings.

Glossopdale School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.

Please note that this document should be read in conjunction with the Conditions of Employment of School Teachers as outlined in the current DfE School Teacher’s Pay and Conditions Document.

I confirm that I have read this job description and person specifications. 

Whilst every effort has been made to explain the main duties and responsibilities of the post, each individual task may not be identified. 

Date of Issue: October 2020