Job Description
Teacher (MPR and UPR)
Post Title: Intervention Teacher
Purpose: To raise standards of attainment and achievement of learners
Reporting to: Faculty Leader and Assistant Faculty Leader where appropriate
Working Time: Full or part time Disclosure Level: Enhanced
Salary: MPR/UPR
Job Purpose
With a focus on mathematics, to plan, deliver, and assess targeted interventions for students who have fallen behind in math's. This may include but is not limited to students with SEND), ensuring they receive the appropriate support to access the curriculum and make progress.
Key Responsibilities
Planning and Delivery:
Develop, plan, and deliver targeted intervention sessions for students, either individually or in small groups. Whilst this post has a focus on math's, other subject areas will also be supported.
Adapt teaching methods and prepare resources to support the transition of vulnerable children from Year 6 to Year 7, liaising with primary SEND teams, as necessary.
Deliver an appropriate curriculum tailored to the needs of students on the SEND register or those identified by the Inclusion Team.
Develop strong knowledge of effective interventions by engaging with CPD, SEND Advisory Services, Speech and Language Therapy services, and other external agencies.
Liaise with subject leads to ensure interventions align with curriculum objectives and report on student progress.
Assessment and Monitoring:
Assess students' needs, track progress, and maintain detailed records of interventions.
Provide regular reports on student development and identify any additional support needs.
Collaboration:
Work closely with class teachers, SENDCo, parents, and external professionals to create and implement effective learning strategies.
Be attached to a House and support the House Leader (acting as one of four Assistant Sencos) with their students with SEND.
Contribute to and review Individual Education Plans (IEPs) and Education, Health, and Care Plans (EHCPs).
Classroom Support:
Assist in creating a positive, inclusive learning environment where all students feel valued and supported.
Provide guidance to teachers involved in intervention delivery and in wider lessons.
Professional Development:
Stay up to date with SEND best practices and participate in relevant training opportunities.
Share knowledge and strategies with colleagues to promote inclusive teaching practices across the school.
Administrative Duties:
Use Edukey Provision Map software to log and review interventions for all students.
Create intervention letters to obtain parental consent for alternative curricula and intervention programmes.
Attend and minute meetings with parents, documenting next steps where applicable.
Order resources and equipment as necessary to support interventions.
Liaise with data teams to set up and monitor intervention groups.
Attend relevant training and share key learning points with staff.
Run reports using SIMS to track the behaviour of key pupil groups.
Pastoral Responsibilities:
Deliver an alternative curriculum tailored to the needs of students highlighted by the Inclusion Team.
Provide support for vulnerable students.
Attend relevant CPD training regarding behaviour and safeguarding as required.
General Responsibilities:
Undertake any other duties as may reasonably be required by your line manager or the Headteacher.
Ensure all activities are in line with The Henry Box School's policies and ethos, promoting equal opportunities.
Adhere to health and safety policies and procedures, taking responsibility for risk assessments and safe practices within your role.
Person Specification
Essential:
* Qualified Teacher Status (QTS) or equivalent teaching qualification, or significant teaching experience as an unqualified teacher.
* Proven experience working with children with SEND, including planning, and delivering interventions.
* Strong understanding of the SEND Code of Practice and effective intervention strategies.
* Proficient in using Edukey Provision Map software and tracking tools such as ClassCharts.
* Excellent organisational, communication, and interpersonal skills.
* Ability to work collaboratively with staff, parents, and external agencies.
* Strong verbal and written communication skills.
* High expectations of self and professional standards.
* The ability to work independently and as part of a team.
* A flexible approach to working practices.
* A commitment to equal opportunities and empowering students.
* Ability to adapt plans to meet the diverse needs of students.
* Commitment to professional development and achieving relevant qualifications.
* Ability to plan, prioritise workload, and work under pressure.
Desirable:
* Additional SEND qualifications or training (e.g., Speech and Language support, Autism, Dyslexia intervention).
* Experience in EAL assessment and curriculum planning.
* Knowledge of therapeutic approaches and behaviour support strategies.
Additional Requirements:
* Evidence of an enhanced DBS check, or willingness to undertake one.
* Suitable references from previous employment.
Essential:
* Qualified Teacher Status (QTS) or equivalent teaching qualification, or significant teaching experience as an unqualified teacher.
* Proven experience working with children with SEND, including planning, and delivering interventions.
* Strong understanding of the SEND Code of Practice and effective intervention strategies.
* Proficient in using Edukey Provision Map software and tracking tools such as ClassCharts.
* Excellent organisational, communication, and interpersonal skills.
* Ability to work collaboratively with staff, parents, and external agencies.
* Strong verbal and written communication skills.
* High expectations of self and professional standards.
* The ability to work independently and as part of a team.
* A flexible approach to working practices.
* A commitment to equal opportunities and empowering students.
* Ability to adapt plans to meet the diverse needs of students.
* Commitment to professional development and achieving relevant qualifications.
* Ability to plan, prioritise workload, and work under pressure.
Desirable:
* Additional SEND qualifications or training (e.g., Speech and Language support, Autism, Dyslexia intervention).
* Experience in EAL assessment and curriculum planning.
* Knowledge of therapeutic approaches and behaviour support strategies.
Additional Requirements:
* Evidence of an enhanced DBS check, or willingness to undertake one.
* Suitable references from previous employment.
General Responsibilities
Taking appropriate responsibility for one's own health, safety and welfare and the health and safety of pupils, visitors, and work colleagues in accordance with the requirements of legislation and locally adopted policies; including taking responsibility for raising concerns with an appropriate manager.
Additional duties.
Play a full part in the life of the school community, to support its distinctive mission and ethos, and to encourage and ensure staff and students follow this example.
To promote and lead extra-curricular activities in line with the traditions and expectations of the school within the context of a life work balance.
Other Specific Duties.
Undertake the role of Form Tutor.
Share in supervisory duties according to the school's published rotas.
Keep up to date with school information e.g. the weekly bulletin, staff handbook and to clear your pigeonhole daily.
Participate in any arrangements within an agreed national framework for the appraisal of your performance and that of other teachers.
Continue personal development as agreed.
Engage actively in the appraisal process.
Whilst every effort has been made to explain the main duties and responsibilities of the post each individual task undertaken may not be identified.
Employees will be expected to comply with any reasonable request from a line manager to undertake work of a similar level that is not specified in this job description.
Employees are expected to be courteous to colleagues and to provide a welcoming environment to visitors and telephone callers.
The school will endeavour to make any necessary reasonable adjustments to the job and the working environment to enable access to employment opportunities for disabled job applicants or continued employment for any employee who develops a disabling condition.
Undertake any other duty as specified by STPCD not mentioned in the above.
For all staff.
You have specific responsibilities under Health & Safety /Safeguarding to ensure that you:
Take reasonable care for your own health and safety, and that of others affected by what you do, or do not do.
Co-operate on all issues involving health and safety.
Use work items provided for you correctly, in accordance with training and instructions.
Do not interfere with or misuse anything provided for your health, safety, or welfare.
Report any health and safety concerns to your line manager as soon as practicable.
Report any safeguarding children concerns to a senior member of staff.
Attend safeguarding training as requested.
This job description is current at the date shown, but, in consultation with you, may be changed by the Headteacher to reflect or anticipate changes in job commensurate with the grade or job title.
Additional Requirements
Evidence of an enhanced DBS check, or willingness to undertake one.
Suitable references from previous employment.
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