SEN Class Teacher Specially Resourced Provision; SRP

Overview

Working closely with the SENCo you will support the development of the SRP and the practitioners within it.

• Be responsible for the planning in an appropriate and imaginative way to meet the individual needs of each child.
• Plan appropriate activities that incorporate sensory needs and the child's academic level, building on life skills.
• Ensure the pace of lessons planned are appropriate to each individual child.
• Plan practical and engaging tasks that will be carried out by the class practitioners on an individual basis.
• Hold planning meetings with all practitioners, allowing time for the practitioners to feedback from their session to inform planning and next steps.
• Keep a formal record of these meetings and the impact they have on children's outcomes.
• Use outcomes and feedback from the practitioners to effectively plan next steps for the children that are pitched correctly and are appropriate.
• Encourage the practitioners to be involved in planning, allowing them to be aware of the lessons that they will carry out on an individual basis.
• Be responsible for the assessments of all children in the pre-formal rooms. This includes keeping up to date the:
• Academic tracking
• Autism framework tracking
• Soft skills tracking
• IEPs
• Behaviour logs
• Positive behaviour support plans
• The teacher will be responsible for keeping each child SCERTS profiles updated, including observations and assessing the use of support within the class to ensure these are being met.
• Uploading and reviewing of the assessment app.
• Support the practitioners to use the assessment app confidently and independently to record the progress of the children.
• Quality assure the delivery of practitioners teaching through the appraisal process.
• Develop the use of adaptive teaching, encouraging the practitioners to use initiative.
• Support the practitioners to use AfL during the task to support the children to achieve.
• Provide learning tasks and sessions that are practical and incorporate sensory needs to create a calm environment that is suitable for children who benefit from a pre-formal classroom.
• Plan for and oversee the use of the outside area ensuring it is set up for children to engage with meaningful tasks and activities that will support their development throughout the year.
• Plan, support and facilitate the running of a collapsed curriculum afternoon, encouraging the children to engage in an activity of their choosing.
• Ensure bespoke timetables are followed to ensure consistency for the children.
• Support and promote the use of meaningful individual timetables, depending on the SCERTS stage to encourage independence, consistency and routine.
• Create, develop and embed a classroom structure and routine that is predictable so the children are aware of what is expected during a session incorporating their sensory needs, communication targets and appropriate life skills.
• Support with the self-care and development of independence.

• Is an experienced qualified teacher (QTS required)
• Has a strong interest in SEN and inclusive education
• Demonstrates excellent classroom practice and a commitment to raising standards
• Is proactive, reflective, and keen to develop professionally
• Works well as part of a collaborative, caring team