Teacher - Secondary

The Catch
22 Multi Academies Trust is the vehicle for our sponsorship of an expanding number of academies focusing on learners who can benefit from small, supportive alternative education provision.

The Austen Academy is a Special Free school, which will offer full time education and therapeutic support to 125 children, aged 4 to 16 years old. The children at The Austen Academy all have a diagnosis of Autism, and are generally working at age related expectations. Pupils will be referred to the school by the local authority as part of their duties to arrange SEN provision.

About the role

We are looking for a teacher to work in our provision, teaching students who have a diagnosis of Autism and SEN, in small groups. The work is intensive, requiring flexibility, sensitivity, patience, and resilience. An ability to work with and engage all students, with creativity and passion towards learning, is essential.

We are particularly interested in teachers with experience in a mainstream secondary or primary school, who would like to learn more about working with young people with Autism / SEN.

Subject areas of particular interest are English with the ability to teach to GCSE level.

You will be part of a small but effective team, where communication and professionalism is paramount. The work, whilst challenging, is extremely rewarding. Primarily, you will be required to teach, and produce schemes of work and lesson plans. Building rapport with students/families/carers is key to this role, and you will need to liaise with a variety of agencies to problem-solve student issues and barriers to learning.

As a Teacher in our school, your main accountabilities will include:

Teaching and learning:

• Creating an inspirational learning environment, with high expectations of learner achievement, success, and progression, respecting individual differences in culture and background, and reflecting this in the environment of the classroom.
• Overseeing and co-ordinating the development of your subject(s) area.
• Planning, producing and updating schemes of work to meet curriculum, inspection, and accreditation requirements, taking into account guidance from the DfE and other regulatory bodies, to ensure compliance with all current requirements.
• Preparing and delivering lessons/learning activities to individuals and groups of learners, as required by the curriculum/timetable, that:
  • Are informed by relevant and up to date subject, curriculum, and pedagogical knowledge.
  • Reflect the wide range of needs of students within your classroom.
  • Use a range of teaching and learning strategies and resources, in line with the school’s teaching and learning policy, adapted to learners’ individual needs.
• Developing learning resources and learning routes that meet learner needs, and the requirements of Catch
  22 and commissioner requirements.
• Preparing lessons for off-site students, for support staff to deliver.
• Implementing and maintaining systems for monitoring, and evaluating learning activities, to ensure they are effective and worthwhile, and best practice is maintained.
• Identifying clear teaching objectives, learning outcomes, and Individual Education Plans (IEPs)
• Supporting and guiding learners so that they can reflect on their learning, identify the progress they have made, and set positive targets for improvement.
• Maintaining a regular system of monitoring, assessment, record-keeping, and reporting of student’s progress, using targets, tracking, and other school systems.
• Providing management information and other statistical data.
• Maintaining good order and discipline among the students, safeguarding their wellbeing. Setting high expectations for behaviour, being responsible for behaviour management within your classroom, and aiding in behavioural management across the school.
• Building effective and supporting relationships with students and families/carers, embedding that trust and support within the education process. Liaising with outside agencies as appropriate.
• Working as part of a team, to ensure effective pastoral support for learners.
• Ensuring the effective use of support staff within the classroom.
• Undertaking relevant…