Line Management

							                                    Shepshed High School

                                      JOB DESCRIPTION


Title:                    Leader of the Enhanced Resource Provision

Grade and Salary:         Leadership Spine L8-12

Contract:                 Permanent

Starting:

Responsible to            Headteacher of Shepshed High School and Principal of Hind Leys College
line managers:            acting jointly

Line management           Teacher and Teaching Assistants working from the ERP
& Team
Leadership
responsibility for:

Team                      Senior Team in Shepshed High School & Extended Leadership Team in Hind
memberships:              Leys College, Inclusion and Learning Support Team

Functional                With Subject Leaders, Faculty Directors and teachers working with
Relationships:            individual students. With staff who have designated responsibility for ASD
                          students in the mainstream provision.

Job Purpose:              To facilitate educational success for students with complex needs who are
                          enrolled in the ERP, working with school staff and outside agencies to
                          overcome barriers to learning and to support the academic, social and
                          personal development of the students. To carry out some teaching or
                          tutoring activities that are compatible with the role of ERP Leader that may
                          be agreed with the school or college.


Have knowledge and understanding of, and to implement:-

   The school’s and College aims, priorities, targets and action plans.

   The characteristics that may arise in individual students as a result of their ASD (Aspergers
    Syndrome)

   Current thinking, research and development in the field of autism, particularly in relation to the
    education of young people with Asperger’s syndrome.

   The SENCOP and other statutory frameworks related to disability

   The characteristics of high quality teaching that is matched to the needs of ASD students and the
    main strategies for improving and sustaining these high standards of teaching.

   The impediments to learning that arise for students with Aspergers Syndrome, and strategies that
    should be tried to help remove the impediments.

   Management, including the broad outlines of school, LEA and national policy and the legal
    framework in relation to recruitment and employment of staff;
   Health and Safety guidance and regulations, processes of risk assessment and positive handling
    techniques related to ASD students.

Planning and setting expectations:

   Set expectations and targets for students in relation to standards of achievement and to promote
    attainment.

   Work with teachers to help shape their expectations of what they might achieve working with
    ASD students.

   Develop detailed individualised programmes that enable ASD students to reach a goal of full
    participation in mainstream education and that maximise their educational potential.

   Establish, with the involvement of relevant staff, development plans for the improvement,
    resourcing and teaching of ERP students which:

             o   Uses/addresses the aims and ethos of both schools in order to secure the best
                 opportunity for ASD students and for all of our students

             o   Contribute to whole-school aims, policies and practices including those in relation
                 to behaviour, discipline, bullying and racial harassment.

             o   Are based on the regular process of evaluation and review that is rooted in the
                 rigorous analysis of evidence, including the attainment of students.

             o   Identify realistic and challenging targets for improvement.

             o   Are understood by all those involved in putting the plans into practice.

             o   Are clear about action to be taken, timescales and criteria for success.

             o   Working with the Headteacher and Principal to develop job descriptions &
                 personnel specifications for new posts and play a full part in appointment
                 procedures.



Teaching and managing student learning
Ensure that:

   Individual students access as much of the curriculum as they can;

   Continuity and progression of curriculum experience is built into individualised plans.

   Teachers are helped to understand how they may need to adapt their teaching content and
    methods to meet the needs of individual students and may need support in achieving these
    adaptations.

   Steps are taken to mitigate the impact of adaptations to the curriculum and teaching programme
    in order to maintain balanced progress.

   Specialist ERP staff effectively plan and deliver essential parts of the curriculum where a students
    cannot access the mainstream provision. These will include aspects of personal development that
    might require additional reinforcement in order to meet the special needs of individual students.

   That a climate which promotes and encourages student involvement in the extended curriculum
    is in place and that the provision contributes to securing the right of ASD students to participate
    in the extended curriculum, where it is safe to do so.
Assessment and evaluation:

   Analyse and interpret relevant national, local, and school data, research and inspection evidence
    to inform policies, practices, expectations, targets and teaching methods.

   Establish and implement clear policies and practices for assessing, recording and reporting on
    students’ educational achievement and personal and social development, and for using this
    information to recognise attainment and progress, to assist students and their parents in
    celebrating success and setting and achieving next step targets;

   Ensure that assessment data informs planning;

   Ensure that information about students’ achievements in previous schools is used effectively to
    secure good progress here.

   Use the data to monitor and evaluate the success of the provision as a whole, using this analysis
    to identify effective practice and areas for improvement and take action to improve further the
    impact of the provision.

   To report to the Headteacher, Principal, Governors, Local Authority and Ofsted on the
    outcomes of the ERP.


Student Achievement:

   Establish clear and proportionate educational, social and personal targets for students’
    achievement, and evaluate progress and achievement by all students;

   Use data effectively to identify when progress is faltering.

Relations with parents and wider community:

   Establish a partnership with parents to involve them in their child’s learning as well as providing
    information about curriculum, attainment, progress and targets.

   Recognise that parents may themselves need support in bringing up their ASD child and building
    relationships where advice can be proffered and accepted and other services signposted.
    Recognise that parents have developed considerable expertise in coping in challenging
    circumstances and will be bale to contribute to the development of provision at school

   Communicate effectively, orally and in writing, with parents, governors, external agencies and the
    wider community, particularly with specialist services.


Managing own performance and development:

   Prioritise and manage own time effectively, particularly in relation to balancing the demands made
    by teaching, provision management and involvement in school development.

   Achieve challenging professional goals.

   Take responsibility for their own professional developments.


Managing and developing staff and other adults:

   Help staff to achieve constructive working relationships with students.
   Establish clear expectations and constructive working relationships among teaching and support
    staff, including through team working and mutual support; devolving responsibilities and
    delegating tasks, appropriate evaluating practice, and developing an acceptance of accountability.

   Appraise staff as required by the school policy on Performance Management and use the process
    to develop the personal and professional effectiveness of the teacher.

   Ensure that trainee, newly qualified and newly appointed teachers, are appropriately trained,
    monitored, supported and assessed in relation to standards for the award of Qualified Teacher
    Status, the Career Entry Profiles and standards for induction. Ensure that newly appointed
    teaching assistants are appropriately trained, monitored, supported and assessed in line with
    emerging national standards.

   Lead professional development through example and support, and co-ordinate the provision of
    high quality professional development by methods such as coaching, drawing on other sources of
    expertise as necessary, for example, higher education, LEAs and subject associations.


Managing resources:

   Establish staff and resource needs and advise the headteacher and principal of likely priorities for
    expenditure. Allocate available resources with maximum efficiency to meet the objectives of the
    ERP and achieve value for money.

   Deploy ERP staff to ensure the most efficient use of teaching and other expertise.

   Organise and co-ordinate the deployment of learning resources, including information and
    communications technology, and monitor their effectiveness.

   Maintain existing resources and explore opportunities to develop or incorporate new resources
    from the wide range of sources inside and outside the school.

   Ensure the effective and efficient management and organisation of learning resources, including
    information and communications technology.


Strategic leadership:

   Develop & implement policies & practices that will achieve effective accountability to the
    Leadership team and Governors.

   Create a climate which enables other staff to develop & maintain positive attitudes towards the
    work of the ERP.

Teaching Responsibility

   To teach some aspects of the curriculum to ASD students where this is appropriate for their
    needs.

   To teach within each mainstream provision as much as the key responsibilities permit.



Other

   To carry out other duties and roles that may be assigned from time to time by the Headteacher
    and Principal.