Overview
Odyssey House School is an exciting new special school setting, aiming to provide the highest quality education to students with additional needs. Our students have a range of additional needs, primarily high-functioning autism, anxiety and emotionally based school avoidance (EBSA). All students follow a differentiated National Curriculum, with the aim of achieving a range of recognised qualifications at Key Stage 4 and 5 including Entry Level, Functional Skills, GCSEs and other Level 2 qualifications.
The School Ethos Is Shaped By Our Mission
“To change a child’s experience of education through connection, nurture and belief to help them learn, grown and achieve transformative life outcomes.”
The school’s premises have been designed specifically to meet the needs of neurodiverse children as well as providing an amazing work environment, where staff benefit from excellent facilities of the highest quality, allowing them to deliver exceptional education.
Purpose
* To undertake the teaching of SEN students with Education Health and Care Plans, across the range of SEN needs and ages, individually, in small groups or through class support.
* To provide a high quality of teaching and learning provision that is in line with regulatory standards (Independent School Standards) and the Odyssey House School Standards.
* To be involved in identifying all levels of need, planning and reviewing appropriate and effective differentiation and learning strategies for pupils with varying needs.
* Be accountable for the attainment and progress of all students who are taught by the post holder.
* Support students in their lessons to achieve their personal best, differentiating where appropriate.
* Produce student SEN documents and reports, monitor student social communication development, contribute to provision mapping and annual reviews for students.
* Under the guidance of the SENCO and School Head, liaise with parents and if required, other agencies, such as the GP, social workers, speech and language therapists and educational psychologists, etc.
* To work flexibly in order to further develop the allocated subject/s and its delivery school wide within the ethos of the school.
* Supervise and guide the work of any support staff (including Teaching Assistants (TAs) and Higher-Level Teaching Assistants (HLTAs) who are assigned to work with post holder’s classes/students.
* To work closely with the School SENCO in leading and overseeing the Odyssey SEMH assessment programmes (PAGS/Motional and other assessments as required).
* To provide pastoral support and guidance for all students in the post holder’s care, classes or tutor group.
* To work with the Headteacher and SENCO to contribute to the overall development work of the overall school curriculum (including outreach). To work with the SENCO and contribute to the development and implementation of the School’s SEN strategy so that it integrates with the key objectives of the school development plan and the school’s SEN Policy.
Teaching
* To set clear learning objectives and plan for and teach across the whole age and ability range.
* Use data to plan lessons and learning materials to motivate and support all students to make good progress.
* To have high aspirations and set challenging targets for all students.
* To set high expectations for pupil behaviour, learning, motivation and presentation of work by establishing a purposeful working atmosphere and providing challenging and inspirational learning experiences.
* To work in collaboration with Teaching Assistants assigned to any teaching group/student within the group.
* To make sure that innovative and evidence-based approaches to learning are made available to students with specific learning needs. For example: those with a low skill base, hearing or visual impairment.
* Take account of students’ prior attainment, learning styles and needs and use them to set appropriately challenging targets and learning activities.
* To promote and develop literacy and numeracy skills throughout teaching and learning activities so that literacy and numeracy do not present barriers to learning.
* To provide intervention activities for those students who need support to boost attainment/progress or who require additional challenge.
* Set work for students absent from school.
* To manage the behaviour and discipline of students within the classroom in line with the school’s Behaviour for Learning Policy
* To ensure that teaching room, resources and equipment are maintained in good order, with particular regard to Health & Safety and security of property.
* To use ICT and other technologies and learning resources as learning tools to inspire and motivate learners.
* To ensure that a stimulating learning environment is maintained in the classroom, including provision of a high quality of display.
Assessment Recording and Reporting
* To maintain notes and plans of lessons undertaken and records of students’ work, their attendance and attainment.
* To mark, assess and return students’ work in line with school policy, providing constructive oral and written feedback with clear targets and guidance for future improvement.
* To keep high quality records to promote tracking and monitoring of student progress using data and teacher assessment records.
* Use data and teacher records to set aspirational targets and plan challenging activities.
* To report and record student attainment, progress and results of assessments within the school’s recording and reporting structure.
* To set and mark examinations assessments and coursework as assigned by the Subject Leader or member of SLT.
* Attend the appropriate Parent/Teacher Evenings and individual meetings to keep parents/carers informed as to attainment and the progress of their child towards targets.
* Be familiar with school records and information relating to students who have additional needs (including those who are gifted and talented) and use this information to ensure all students can access the curriculum and are supported to attain well and make at least good progress.
Pastoral Responsibilities
* To take responsibility for promoting and safeguarding the welfare of children and young persons.
* To monitor and set targets for the social and academic progress of individuals in the tutor group.
* To undertake responsibility for the delivery of tutorial programmes to the tutor group as required.
* To promote good attendance and punctuality and monitor in accordance with the school’s Attendance Policy providing support/intervention for those who find it hard to maintain high standards.
General Professional Responsibilities
* To attend meetings as part of the agreed meeting cycle.
* To undertake professional development identified through the performance management/appraisal structure and as organised for staff to promote individual, teaching & learning, and whole school improvement work.
* To support and implement all relevant teaching and learning subject policies.
* To act as a role model to students in respect of dress, attendance and punctuality and general conduct.
* To ensure that all deadlines are met as published in advance.
* To undertake professional duties and responsibilities necessary for the smooth running of the school, as may be reasonably assigned to them by the Headteacher (e.g. duties, emergency cover).
* Any other duties as required by SLT.
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