Sir James Smith's School is looking to appoint a new colleague to lead our behaviour support team. The successful applicant will demonstrate a positive and adaptable approach to ensuring all students achieve excellent outcomes. You will work alongside teaching and non-teaching colleagues to support students in the school's behaviour settings called 'Reset' and 'Reflection', and collaborate with pastoral colleagues to support students who find it difficult to meet classroom learning expectations.
The successful applicant will work with students who present classroom behaviour needs and require support and guidance to achieve curriculum success. It is crucial that you can demonstrate experience working with secondary-aged students, ideally those who have found it challenging to engage positively with a school or similar setting.
Sir James Smith's students have high expectations for their futures and understand the importance of an outstanding education. This role will specifically support students needing additional support to succeed based on excellent GCSE outcomes. A collaborative approach, positive teamwork, professionalism, and high expectations for oneself and students are essential.
Main duties of the role:
1. Manage 'Reset' and 'Reflection' provisions.
2. Deliver and manage small classroom learning episodes for students.
3. Support colleagues' delivery of the Key Stage 3 and Key Stage 4 curriculum within 'Reset' and 'Reflection'.
Core skills required:
* Confidence in working with a range of students on an individual basis and in small groups to promote engagement and positive behaviours.
* Understanding socio-economic factors' impact and how lived experiences influence students' ambitions.
* Ability to collaborate effectively with students, colleagues, and school leaders.
* Personal drive to develop strategies and techniques to support individual students and groups.
* Professionalism and outlook aligned with the school's aspirations to ensure all students achieve excellent outcomes.
Qualifications or experience in pastoral support and behaviour work would be advantageous.
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