Overview
Seven Hills School is an inspirational community, which nurtures talents, shares learning and celebrates life. The school operates over three sites: Granville Road (S2) The Bridge on the Talbot/Newfield campus (S8) and Peaks College, Waterthorpe Greenway (S20). The successful applicants will be based at the Granville Road site. At Seven Hills School we aim to promote curiosity and enthusiasm in our students, encourage them to become independent learners and to develop their confidence for life beyond school.
Curriculum and Pathways
The Curriculum is built on four foundations: Communication, Language and Literacy, Cognition and Learning, Social and Emotional, and Physical and Sensory. All foundations are closely connected and each complements the others. All students have independent learning priorities linked to these foundations. The curriculum is delivered through three clear pathways with a personalised approach built on the four foundations. Students are assessed before entering the school to determine the best pathway to meet individual needs and long-term goals. Movement between pathways is possible after re-evaluation of needs and progress. The range of subjects provides breadth of experience; learning is personalised and supported by contextual experiences to help students generalise skills across opportunities. Teaching styles vary according to student needs, with an emphasis on developing independence across all pathways.
Pathway descriptions:
* Pathway 1: Students spend the majority of time with their class teacher in their own classroom. The emphasis is on basic skills and a wide variety of educational experiences.
* Pathway 2: Students follow a sensory curriculum with learning linked to concrete experiences. Positive relationships with familiar adults support exploration using sensory and physical capabilities. Learning includes structured and semi-structured play and functional and topic-based activities. A strong focus on communication and supporting preferred methods of expressive and receptive communication (including AAC).
* Pathway 3: Subjects from the National Curriculum are accessed with adaptations for developmental level and special educational needs. From Year 9, students may enter Entry Level exams with AAC embedded throughout the day. Generalisation and abstract thinking may be challenging, so practical activities are offered in multiple formats.
Role and Responsibilities
You will work as a class tutor for pupils with complex physical and learning needs and provide rich and challenging learning experiences across the curriculum. All pupils have learning difficulties, with additional communication, behaviour, sensory, physical and medical challenges. Admissions often involve increasingly complex needs and some challenging behaviour. An ability to establish excellent relationships with students and deliver a wide range of subjects to students with very low level learning is essential. The successful applicant will be expected to teach students with a range of Special Educational Needs and Disabilities. There may be opportunities for specialist subject teaching across the school; please specify your areas of high-quality subject teaching in your application.
Qualifications and Experience
Ideally, applicants will have relevant experience/qualifications within SEND and be enthusiastic, committed and skilled. Colleagues from both primary and secondary mainstream backgrounds with a willingness to learn will be considered. Applications from Early Career Stage teachers are welcome; the school provides a programme of support and development for ECTs. An up-to-date Team Teach qualification or willingness to train for this is essential. Applicants should be comfortable working as part of an experienced team of teaching and support staff and specialist professional colleagues. These posts suit professionals passionate about innovation in teaching and learning, especially in the specialist sector, and require resilience and the ability to provide stimulating and engaging learning activities with strong use of visual supports for structure.
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