NEWPORT FREE GRAMMAR SCHOOL by ae98A1i

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									                            NEWPORT FREE GRAMMAR SCHOOL
                                               Founded by Dame Joyce Frankland 1588
                                                       Specialist Language College
                                                      11-18 MIXED COMPREHENSIVE



                                                              NOR : 987      Sixth Form 162

                              Required for January 2012
         Special Educational Needs Coordinator
                    Salary:          MPS plus TLR1B (£9,574)

We are seeking to appoint an enthusiastic, effective and dynamic teacher with a proven track
record of success and a clear vision for the development of learning support to the post of
Special Educational Needs Coordinator. You will lead a team of committed Learning Support
Assistants and HLTAs in developing the best possible provision and support for our students
with special educational needs throughout the school.

The successful candidate will have a commitment to raising student achievement and a belief
in the ability of all students to achieve and be successful and a commitment to raising student
achievement. You will be able to demonstrate clear strategic thinking on how to support
students with identified needs to make progress, have a good understanding of best practice
and current educational thinking and be able to work with colleagues and external agencies to
secure the best outcomes for students. You will be able to teach across all key stages and
have a commitment to continuous school and personal development.
The school has excellent, purpose built Learning Support facilities.

Newport Free Grammar School is a high achieving and aspirational school which places a
strong emphasis on student learning. Our 2012 OFSTED inspection praised our teachers’
“good and sometimes outstanding subject expertise” and stated that the school provides a
“good curriculum that is appropriate to students’ abilities and aspirations”. Last year the
school achieved 83% 5 A*-C at GCSE and we aim to keep improving. The 2012 results of
78% 5 A*-C provides a solid platform for this improvement.

The Governing Body is committed to safeguarding and promoting the welfare of children and
young people and expects all staff and volunteers to share this commitment. An Enhanced
CRB check will be carried out for the successful candidate.

                                     www.nfgs.essex.sch.uk




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September 2012


Dear Colleague

Thank you for your enquiry about the important post of Special Educational Needs
Coordinator at Newport Free Grammar School with effect from 1st January 2013. I have
pleasure in sending you this information booklet about the post.

This booklet gives more detailed information about Newport Free Grammar School and
about the type of person we are seeking for this important post.

Visits to the school are welcome. If you would like to arrange a visit or require further
information about Newport or the post, please do not hesitate to contact Mrs Kay Turner,
Deputy Head, at the school. I very much hope you find this information useful and will be
interested in applying for the post.

Yours sincerely




Matthew Gibson
Acting Headteacher




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                           NEWPORT FREE GRAMMAR SCHOOL

                       Special Educational Needs Coordinator

OUR VALUES

We aspire to create:

       a school which places great importance on its core purpose – that of teaching and
        learning. We all see ourselves as learners.

       a ‘can do’ culture where people are able to pursue ideas and take risks.

       good relationships which exist at all levels based on openness, team work and
        respect.

       a strong sense of optimism and pride in the school’s successes and a capacity to
        develop and improve.

       high expectations and aspirations where challenges are met and achievements in all
        areas are celebrated.

THE SCHOOL

Newport Free Grammar School is a foundation 11 - 18 mixed comprehensive school with
currently 987 pupils on roll. The school is one of the oldest schools in Essex, founded in the
year of the Armada, 1588. The school currently admits 168 pupils into each year group who
are divided into 6 teaching groups. The school is oversubscribed and there is a waiting list
for the current Year 7. There are currently 195 students in the Sixth Form. Around two
thirds of Year 11 students stay in the sixth form and a number of students also join the Sixth
Form from other local schools. In September 2003 the school became a Specialist Language
College.

The school draws on a very wide area for its intake. Pupils come from as far as
Cambridgeshire to the north, Royston to the west, Suffolk and Braintree to the east and
Harlow, Roydon, Hoddesdon, Epping and Ongar to the south.

The school has a considerable reputation for its high academic standards as a
comprehensive school. Our 2012 OFSTED inspection praised our teachers’ “good and
sometimes outstanding subject expertise” and stated that the school provides a “good
curriculum that is appropriate to students’ abilities and aspirations”. Last year the school
achieved 83% 5 A*-C at GCSE and we aim to keep improving. The 2012 results of 78% 5 A*-
C provides a solid platform for this improvement.

Examination results are very important to the school and its students. We also believe that
development of personal qualities is just as important. The school therefore offers a wide
range of out-of-class activities to promote self-confidence, raise self-esteem, give
opportunities for team work and to develop leadership potential. We encourage every pupil
to undertake at least one out-of-class activity. The range is enormous and the school has a
reputation in particular for its drama, Duke of Edinburgh Award Scheme, sport and music.
We are keen to broaden the horizons of our pupils by means of trips and exchanges at home
and abroad. In the last year groups of pupils have visited Austria, Cyprus, France, Germany,
Holland, Italy, South Africa, Sweden, Switzerland and the United States of America. The staff
at Newport are strongly committed to such activities. The school has recently been awarded
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the prestigious “International School Award” by the British Council and last year was named
as an Artsmark Gold school by the Arts Council in recognition of its excellent provision in the
arts.

Please note that the school operates a non-smoking policy.

Students are well behaved and there is a rigorous behaviour policy with well developed
systems of rewards and sanctions.

THE SETTING

The school is set in 32 acres of very attractive, undulating countryside in north west Essex.
The village of Newport lies 3 miles south of Saffron Walden and 9 miles north of Bishops
Stortford on the B 1383. Communications to the north, towards Cambridge (17 miles away),
and to the south, towards Harlow (18 miles away) and London (37 miles away) on the
Liverpool Street railway line are good. They are further improved by the M11 which runs to
the west of Newport.

THE STRUCTURE

The school is in Group 7 and currently has a teaching staff of 69.5 FTE.

The Senior Leadership Team comprises the Headteacher, three Deputy Heads with
responsibility for Student Development, School Improvement and Teaching and Learning
respectively and two Assistant Heads with responsibility for Professional Development and
Community. Each member of the Senior Leadership Team has an oversight of several
Subject Departments as well as one or two year groups. All members of the Senior
Leadership Team have a teaching commitment.

Upon entering the school, pupils are placed into one of 6 tutor groups per year. Each team of
tutors is led by a Director of Learning. The Director of Learning has overall responsibility for
the pastoral care of pupils including behaviour. The Governors have laid down clear and
structured guidelines on behaviour. There is also a House system within the school. Tutor
groups throughout the school are allocated to one of the six Houses, Banstead, Caius,
Frankland, Morden, Saxie and Trappes.

CURRICULUM POLICY

At Newport, every learner is entitled to a curriculum that is rich and varied, challenging and
inspiring, which enables every individual to fulfil his or her potential.
Students follow the National Curriculum. Current provision aims to offer a broad, balanced
and relevant curriculum.

Key Stage 3 (Years 7, 8)
All students study the following:

Art and Design                                    Mathematics
Design & Technology                               Music
Drama                                             Physical Education
English                                           Science
Modern Foreign Languages                          Religious Studies
Geography                                         PSHE
History                                           Information and Communication
Technology
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NB      i) All students take a second language (in addition to French) from Year 7 choosing
from Italian, German or Latin.
        ii) Citizenship is delivered across the curriculum to all students.
.
Key Stage 4 (Years 9, 10, 11)
All students follow a core curriculum which consists of: English, maths, science, ICT, PSHE
(including citizenship), PE and games.

In addition, students are asked to choose four subjects from the following options:
Art
ASDAN                                            History
Business Studies                                 Italian
Drama                                            Music
Electronics                                      PE
Expressive Arts                                  Religious Studies
Food Technology                                  Resistant Materials
French                                           Spanish
Geography                                        French
ASDAN                                            Italian
Enterprise Learning and Study Skills             German
Statistics                                       Spanish
Graphics                                         German
                                                 Latin

Sixth Form:
The school offers 28 A/S and A2 courses. Students require a minimum of 5 GCSE grades C or
better to start an A level course. Courses in modern languages ranging from Spanish to
Russian and Japanese are available in Year 12 plus the opportunity to resit English and
Mathematics GCSE. A course in A/S General Studies is compulsory for all Sixth Formers.
Newport is part of the Uttlesford 14-19 consortium with the three other secondary schools,
Cambridge Regional College and other partners.




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             THE POST OF SPECIAL EDUCATIONAL NEEDS COORDINATORY

THE VACANCY
This post is to replace the current SENCO, who is moving on to another school after 13 years.

THE POST
We are currently seeking to appoint a well qualified, experienced and enthusiastic SENCO, to
lead the learning support department in this highly successful and oversubscribed 11-18
mixed comprehensive school.

The successful candidate will lead the learning support department and oversee support for
students with special educations needs throughout the school. It is also expected that they
will teach literacy and/or numeracy groups and possibly contribute to the level 1 and 2
courses offered at key stage 3 and 4. A commitment to leading staff professional
development in special needs is essential. The learning support facilities at the school are
purpose built and were opened in 2009. The learning support block consists of 2 offices, 2
small classrooms (1 with PCs), a physio room, a multi-sensory room, wet room, medical
room and a conference room that is also used as a staffroom for the TAs. Much of the small
group teaching and one to one support happens in this block.

The learning support department, in addition to in class support and small group literacy
and numeracy teaching, currently run ASDAN courses in Key Stage 4 (PSD and COPE). They
also run morning and lunchtime groups, including paired reading, brain gym, homework
club, spelling groups and The Meeting Place. Two of the TAs are also learning mentors and
work with a large variety of students. The HLTAs lead social skills and anger management
groups, along with overseeing the EAL provision. The department also provides individual
programmes for the four students with complex needs who are currently at the school.

The successful candidate will be expected to lead this large department in continuing to
develop its provision and monitor and evaluate the impact of the interventions in place.
They will have the ability to communicate effectively with a wide range of stakeholders,
including parents, students, staff and outside agencies and have the vision and enthusiasm to
lead a wide ranging and diverse provision that provides the best outcome for special needs
students across the school.




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Job Description:

POST:                                   Special Educational Needs Coordinator

RESPONSIBLE TO:                         Deputy Head – Student Development

RESPONSIBLE FOR:                        Leadership, management and organisation of
                                        the Learning Support Department
                                        Delivery of specialist programmes

JOB SPECIFIC DUTIES:

Core Purpose
To positively promote the aims, values and ethos of Newport Free Grammar School. To
provide professional leadership and management of the Learning Support department to
secure high quality teaching, effective use of resources and improved standards of learning
and achievement for all pupils on Special Educational Needs register.


1.      Promote a whole school approach for Learning Support
2.      Develop and implement departmental and whole school policies and practices which
        reflect the school’s commitment to high achievement for all and effective teaching
        and learning.
3.      Use school and national data effectively to identify underachievement and inform
        policies, targets and teaching methods.
4.      Ensure the implementation of the Code of Practice taking specific responsibility for
        the annual review of statemented pupils.
5.      Establish short, medium and long term plans for development which identify
        realistic and challenging targets for improvement.
6.      Monitor and evaluate progress towards targets from departmental improvement
        plans within the context of the whole school Improvement Plan.
7.      Contribute constructively to discussions on whole school issues, where appropriate
        appreciating the wider context.
8.      Take account of conflicts that might arise between whole school and Learning
        support priorities.
9.      Establish positive working relationships with feeder primary schools and external;
        agencies such as the Education Psychology Service, Children’s Support Service and
        specialist teacher.
10.     Act as Deputy Child Protection Officer for the school, including assisting the
        Designated Teacher (Deputy Headteacher)

Learning and Teaching
1.     Ensure progression for all pupils with SEN including complex needs and EAL.
2.     Ensure effective development of pupils’ literacy, numeracy and ICT capability
       through supporting the curriculum and specific withdrawal programmes
3.     Evaluate the quality of teaching in the department through observation and the
       monitoring of pupils’ work and take action to secure improvements where
       necessary.
4.     Establish high expectations of achievement and behaviour of pupils by teachers and
       Learning Support staff.
5.     Liaise with the examinations officer when necessary, overseeing the introduction of
       new courses where appropriate including a programme of Foundation Learning.
6.     Develop effective links with the local community, partner primary schools and
       external support agencies.
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7.      Facilitate the generation of target setting for individual students and oversee the
        mentoring of identified students in all Key Stages.
8.      Ensure that the needs of vulnerable students are met through use of the Common
        Assessment Form system.
9.      Generate a culture of success in the department.

Leading and Managing Staff
1.     Establish constructive working relationships among department staff, devolving
       responsibilities and delegating tasks as appropriate.
2.     Participate fully in the school’s Performance Management System.
3.     Lead professional development of departmental and whole school staff through
       example and support.
4.     Lead a team of teachers by induction, support, advice and guidance.
5.     Ensure that the Headteacher and senior staff are kept well informed about
       departmental policies, plans, priorities and progress towards meeting objectives and
       targets.
6.     Establish effective communication and hold regular well structured meetings.
7.     Be a good role model.

Effective and Efficient deployment of staff and resources
1.      Use accommodation to create an effective and stimulating teaching environment
        that promotes learning (including display).
2.      Maintain existing resources and explore opportunities to develop or incorporate
        new resources.
3.      Maintain up to date and accurate financial records in consultation with the Finance
        Manager.
4.      Establish staff and resource needs and prepare teaching and withdrawal groups and
        in class support arrangements to ensure the best use of expertise.
5.      Ensure that there is a safe teaching and working environment in which risks are
        properly assessed.

TEACHING DUTIES:
1.    To have a secure and up to date knowledge and understanding of concepts and skills
      necessary to teach specialist subject/s. Keeping up to date with curricular changes.
2.    To plan teaching to achieve progression in pupils’ learning.
3.    To establish and maintain a purposeful working atmosphere which supports
      learning.
4.    To assess, record and report on pupils’ progress.
5.    To communicate and consult with parents of students as necessary.
6.    To exploit opportunities to improve basic literacy, numeracy and ICT skills.
7.    To participate in staff development opportunities and accept responsibility for own
      professional development.
8.    To prepare students for examinations and participate in examination arrangements.
9.    To cover classes whose teacher is not available as and when required.


The Conditions for Employment of Schoolteachers (schedule 3) specify the general
professional duties of teachers. These duties may be varied to meet the changing demands of
the school at the reasonable discretion of the Headteacher. This job description does not form
part of the conditions of employment – it describes the way in which the post holder is
expected and required to perform.

Date of issue:          September 2012


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Person specification SENCO
                     Essential                                   Desirable
 Qualifications and      Qualified Teacher Status                   Child protection
 training                Evidence of relevant professional             training
                            development                              National Award
                                                                        for SENCOs
 Knowledge and             Knowledge of revised Code of
 skills                     Practice and associated
                            legislation
                           Excellent classroom teacher
                           Ability to analyse data to enable
                            all students to make progress
                           Knowledge of appropriate
                            assessments to determine a
                            student’s cognitive abilities
                           Record of effective monitoring
                            and evaluation of learning and
                            teaching
                           Excellent interpersonal,
                            communication and listening
                            skills with students , parents
                            colleagues and external agencies
                           The ability to build a team from a
                            wide range of colleagues
                           Ability to disseminate and
                            encourage the effective
                            application of good practice in
                            other areas of the school for the
                            provision for students with SEN
 Experience                Experience of working with SEND            Middle leadership
                            students and EAL students                   experience
                           Proven record of success in                Experience of
                            improving educational provision             delivering
                            and raising standards in SEN                ASDAN/BTEC
                                                                        qualifications
                                                                       Experience of
                                                                        teaching literacy
                                                                        and numeracy
                                                                        groups
 Personal                  Able to prioritise and manage
 attributes                 own time effectively, particularly
                            in relation to balancing the
                            demands made by administrative
                            duties; teaching and acting as a
                            resource for others
                           Adaptable to changing
                            circumstances and new ideas.
                           Committed to and enthusiastic
                            about teaching




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SUMMARY

This is a challenging and fulfilling post. The successful candidate will have an opportunity to
contribute significantly to the success of the school and will be joining a school that is
committed to professional development.

HOW TO APPLY

Please complete all sections of the enclosed application form. Please continue your
statement of application on a separate sheet if the space provided should prove inadequate.

In your statement of application you should outline your previous experience and your
suitability for the post.

THE TIMETABLE

        i)      Applications should be received by Thursday 20th September 2012.
        ii)     Interviews will be held in the week beginning 24th September 2012.
        iii)    Completed application forms should be returned to:

        Mrs B Morrison
        Headteacher’s PA
        Newport Free Grammar School
        Newport
        Saffron Walden
        Essex
        CB11 3TR

Email: barbara.morrison@nfgs.org.uk




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