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Teacher

Cardrew Court School is a brand new, Independent, SEMH special school opening September 2024, in Redruth Cornwall. We are looking for excellent practitioners, with experience within upper KS2 to KS4, desirably with Core subject specialism (KS3-4) who want to focus their teaching in a fully inclusive, therapeutic environment, tailored to meet individual needs.

It is an exciting time for us, at the start of our school journey, therefore we are looking for dynamic, adaptable practitioners who want to make a difference to the lives and outcomes of pupils with SEMH needs.

Pupils attending the school will have an Education Health and Care Plan (EHCP) outlining their Special Educational Needs – EHCP’s of commissioned places will include needs such as high anxiety, social and emotional mental health needs and autism. Many of these pupils will have found life in a mainstream school very challenging and will have experience of anxiety-based school refusal and/or of short-term placements in a range of alternative provisions.

Cardrew Court School will provide these pupils with a permanent placement in a school that is able to personalise the curriculum and wider support offer to ensure that their specific special educational needs (education, health and care) are understood and met, enabling them to learn, apply and develop specific strategies to facilitate them in participating in learning and preparing for life beyond school.

Cardrew Court School will offer a pupil centred curriculum that meets pupils at their stage and not simply their age. Curriculum overviews will apply the National Curriculum where at all possible, using this as an aspirational baseline, whilst also offering spiral curriculum pathways that allow for individual, small step success the moment a pupil starts at the school.

Cardrew Court School will provide tailored accreditation pathways supporting pupils who may have spiky learning profiles to make academic progress as well as benefit from the therapeutically informed programmes.

 

Vision

At Cardrew Court School we strive for all of our pupils to be successful learners who reach their potential in all they do; confident learners, who develop resilience and show respect to others, via kindness. Learners who become responsible citizens, well prepared for life and work via a range of independence skills, that enable them health and happiness within their future lives.

Ethos

At Cardrew Court School we believe that that education should take place in a fully inclusive environment that provides equitable opportunities for all. We believe that learning is the process by which pupils gradually acquire knowledge, concepts, skills, and attitudes to enable them to make greater sense of the world. Teaching and learning is central to our work as educators and it stems from the school’s vision statement based on the principles that every pupil deserves and has the right to-

Belong – We aim to provide a safe, positive learning environment where everyone feels they belong, building kind and respectful relationships.

Believe – We support all of our learners to believe in themselves, developing their confidence and resilience. To empower our learners to make healthy lifestyle choices.

Achieve Together we support every learner to ensure they reach their unique potential. This includes supporting pupils to achieve the accreditations for the next steps they have chosen on their journey to adulthood. We aim to support pupils to identify what makes them happy and equipping them with the knowledge and skills to lead an independent life in the future.

 

Values

Curriculum Core Offer:

Cardrew Court school will provide an accreditation pathway for all of our learners. We will offer a core curriculum that can include English Language, Maths, Biology, Chemistry and Physics. This may include additional GCSEs linked to pupil interest which will be delivered by the staff team, working in partnership with other local providers. We will also offer alternative accreditations including ASDAN qualifications, Functional Skills, Entry-Level and BTEC’s. Learners may follow a combination of the accreditations to suit their strengths and future aspirations. All learners will have the opportunity to follow BTEC level 1 and 2 (or equivalent) Home Cooking, Art, Humanities & R.E topics, Personal Development, outdoor education programmes and Physical Education curriculum.

Therapeutic Offer:

The curriculum offer will be supported by therapeutic interventions, therapy informed practice, trauma informed practice – delivered via trained staff as part of quality first teaching and specific group and individual interventions.

The Application

Please see the job description below for more details of this exciting post.

Prospective candidates are very welcome to arrange a telephone conversation with the Headteacher, to do so please email; office@cardrewcourt.org

The closing date for applications is midday on Friday 1st March Interviews will be held on Monday 6th March 2024 in Redruth.

Please send your completed forms to the school for the attention of Nicky England; office@cardrewcourt.org Applications should address the items included on the person specification and only candidates who meet the essential criteria will be shortlisted. 

 

The Interview Process

Candidates who are shortlisted for the position will be contacted by telephone call and this will be followed up with an e-mail.

  • In line with Keeping Children Safe in Education 2023, as part of the shortlisting process, the school may carry out an online search on shortlisted candidates
  • All interviews will be face to face and will explore the candidate’s suitability for the position.
  • Applications will be scrutinised and discrepancies or anomalies in work related history, experience and qualifications will be discussed at the interview stage.
  • Successful candidates will be required to achieve a full enhanced DBS disclosure and 2 satisfactory references.

Prepared by

  • Kerry Towers; Headteacher
  • Nicky England; School Business Manager

 

Cardrew Court School Teacher Job Description

 

Job title: Cardrew Court School Teacher

Salary:  Teachers MS /UPS - Depending on Skills and Experience

Hours: Full Time

Contract type: Permanent

Reporting to: Headteacher / Senior Leadership Team

Responsible for: KS2-KS4

 

Main purpose

Duties and responsibilities

PURPOSE OF THE POST: To further develop the Education and SEN provision for pupils at Cardew Court School. This will include working closely with the Headteacher, SLT, other class teachers and a wide range of other multi-disciplinary professionals.

At Cardrew Court School we will support and educate pupils presenting with a wide range of additional learning needs within the SEMH needs category, these needs will include but not limited to Autism, Anxiety speech, language and communication and sensory needs.

This post is a pivotal role within the school community where you will demonstrate a commitment to the school’s ethos, by working effectively across the curriculum and in partnership with the Nurture Team to deliver high standards of teaching and learning.

 Reports to: Headteacher                                                                                        

Disclosure Level: Enhanced

Working Time & Salary:  

As set out in the Conditions of Service for Teachers as presented in the School Teachers Pay and Conditions Document published by the DfE and Cardrew Court School Pay Policy; appointed on main professional scale in accordance with experience. After one year in post an SEN allowance may be awarded subject to demonstrating and evidencing good to outstanding teaching, planning and differentiation, alongside progression and outcomes for all pupils.

Main Duties

Professional Standards

  • Fulfil the national Teachers’ Standards.
  • Support the aims and ethos of the school as defined in the staff handbook.
  • Act as a good role model in terms of professional appearance, conduct, punctuality and attendance.
  • Maintain a purposeful and calm atmosphere in the classroom, upholding and applying agreed policies and practice for inclusive learning, wellbeing, a nurture approach, behaviour and uniform in a consistent, firm and non-confrontational manner.
  • Take responsibility for professional development and progression, making full use of opportunities and training provided by the school.
  • Attend team and staff meetings as appropriate, contributing actively whenever necessary.

Teaching and Learning

  • Carry out teaching duties in accordance with the school’s Schemes of Learning, the National Curriculum, Wellbeing Curriculum and public examinations specifications.
  • Plan and deliver lessons and other learning activities in accordance with the school’s Teaching and Learning Policy, ensuring that all pupils make progress towards clear learning objectives alongside their IEP’s and EHCP targets and outcomes.
  • Lead in areas linked to their specialism, design and deliver the Scheme of Work across specified Key stages, with differentiated approaches.
  • Liaise with other colleagues to prepare and deliver units of learning in a collaborative way (the contribution reflecting the post holder’s level of responsibility).
  • Work closely with other teachers and learning support assistants in ensuring that suitably differentiated material and learning pathways are provided to challenge all pupils regardless of ability.
  • Set appropriately aspirational targets for pupil attainment based on prior data.
  • Set work for pupils absent from lessons in line with the school’s policies.
  • Contribute to the school’s timetabled Enrichment programme with all year groups
  • Identify and adopt the most effective teaching approaches for pupils with SEN so as to provide consistently high- quality teaching. 
  • Monitor teaching and learning activities to meet the needs of pupils against their EHCP outcomes and IEP targets, both short, medium and long term.
  • Identify and teach study skills that will develop pupils' ability to work independently 
  • Liaise with other schools / post 16 providers and professionals to ensure continuity of support and when pupils transition accordance with the school’s policy.
  • Plan and deliver effective 1-1 and sessions for small groups
  • To contribute to the Nurture intervention programme 
  • To manage pupil learning through effective teaching in accordance with schemes of work and policies.
  • To ensure continuity, progression and cohesion in all teaching.
  • To use a variety of methods and approaches (including differentiation) to match curricular objectives and the range of pupil needs, and ensure equal opportunity for all pupils.
  • To work with teaching and support staff (including prior discussion and joint planning) in order to benefit from their specialist knowledge and to maximise their effectiveness within lessons.
  • To work effectively as a member of the department team to improve the quality of teaching and learning.
  • To set high expectations for all pupils, to deepen their knowledge and understanding and to maximise their achievement.
  • To use positive management of behaviour in an environment of mutual respect which allows pupils to feel safe and secure and promotes their self-esteem.

Assessment, Reporting and Recording

  • Maintain rigorous and accurate records, including pupils’ attainment, attendance, home learning set and outline lesson plans accounting for the pupils’ individual needs and provision as outlined in their EHCP or in relation to their SEN needs.
  • Assess and return work in line with the school’s Assessment Policy. Marking should include feedback for improvement and progress for each pupil
  • Provide assessment reports when required within the school’s assessment cycle and additional “round robin” reports when specifically requested.
  • Liaise in a timely way with individual parents on pupils’ progress as necessary and reasonable, including attendance at consultation evenings
  • Work within the Code of Practice relating to Special Educational Needs and Disability liaising as necessary with the SENCO, MDT team and other Professionals (TAF – Team Around the Family).
  • Contribute to the MDT meetings in particular for those pupils under achieving and exceeding their targets.
  • Contribute to the annual review reports and termly reporting system
  • Set targets for raising the achievement of all pupils
  • Collect and interpret specialist assessment data 
  • Support systems for identifying, assessing and reviewing SEN (e.g. Arbor etc.) 
  • Update and support the Headteacher / SLT on evaluating the effectiveness of provision for pupils.
  • Develop understanding of individual learning needs and the importance of raising achievement among pupils 
  • Attend consultation meetings and keep parents informed about their child's progress 
  • To be immediately responsible for the processes of identification, assessment, recording and reporting for the pupils in their charge.
  • To contribute towards the implementation of Learning Passports particularly the planning and recording of appropriate actions and outcomes related to set targets.
  • To assess pupils’ work systematically and use the results to inform future planning, teaching and curricular development.
  • To be familiar with statutory assessment and reporting procedures and to prepare and present informative, helpful and accurate reports to parents.
  • Keep an accurate register of pupils for each lesson, in accordance with the School policy.

Leadership

  • In addition to being a subject lead dependent upon experience and qualifications, lead an area in relation to the SEN needs across the school.
  • Encourage all members of staff to recognise and fulfil their statutory responsibilities to pupils with SEN 
  • Contribute to training opportunities for Learning Support Assistants and other Teachers
  • Disseminate good practice in SEN across the school 
  • Identify resources needed to meet the needs of pupils with SEN and advise the Headteacher and SLT of priorities for expenditure

Working with colleagues and other relevant professionals

  • Communicate effectively with other staff members and pupils, and with parents and carers under the direction of the Senior Leadership Team
  • Communicate their knowledge and understanding of pupils to other school staff and education, health and social care professionals, so that informed decision making can take place on intervention and provision
  • With the Senior Leadership Team keep other professionals accurately informed of performance and progress or concerns they may have about the pupils they work with
  • Understand their role in order to be able to work collaboratively with classroom teachers, the Nurture Practitioners and other colleagues, including specialist advisory teachers
  • Collaborate and work with colleagues and other relevant professionals within and beyond the school

Whole-school organisation, strategy and development

  • Contribute to the development, implementation and evaluation of the school’s policies, practices and procedures, so as to support the school’s values and vision in particular in relation to Specialist Status, Nurture Ethos and Wellbeing
  • Make a positive contribution to the wider life and ethos of the school

Health and safety

  • Promote the safety and wellbeing of pupils, and help to safeguard pupils’ well-being by following the requirements of Keeping Children Safe in Education and our school’s child protection policy, and the Prevent Duty.
  • Look after pupils who are upset or experiencing overwhelm and know how to communicate with them effectively and empathetically.

Professional development

  • Help keep their own knowledge and understanding relevant and up-to-date by reflecting on their own practice, liaising with school leaders, and identifying relevant professional development to improve personal effectiveness
  • Take opportunities to build the appropriate skills, qualifications, and/or experience needed for the role, with support from the school
  • To strive for personal and professional development through active involvement in the School’s appraisal system and performance management procedures.

Personal and professional conduct

  • Uphold public trust in the education profession and maintain high standards of ethics and behaviour, within and outside school
  • Have proper and professional regard for the ethos, policies and practices of the school, and maintain high standards of attendance and punctuality
  • Demonstrate positive attitudes, values and behaviours to develop and sustain effective relationships with the school community
  • Respect individual differences and cultural diversity
  • To be a role model to pupils through personal presentation and professional conduct.
  • In accordance with National Guidelines, to cover for absent colleagues as is reasonable, fair and equitable.
  • To co-operate with the employer in all matters concerning Health and Safety and specifically to take reasonable care of their own Health & Safety, and that of any other persons who may be affected by their acts or omissions at work.
  • To be familiar with the staff handbooks and support all the School’s policies, particularly duty requirements.
  • To maintain a working knowledge and understanding of teachers’ professional duties as set out in the current School Teachers’ Pay and Conditions document, and teachers’ legal liabilities and responsibilities relating to all current legislation, including the role of the education service in protecting children.
  • To liaise effectively with parent/carers and with other agencies with responsibility for pupils’ education and welfare.
  • To undertake any reasonable task as directed by the Headteacher
  • To be aware of the role of the Governing Body of the School and to support it in performing its duties.
  • To follow school procedures in relation to first aid.
  • To be familiar with and implement the relevant requirements of the current SEN Code of Practice.
  • To safeguard and promote the welfare of children and young people and follow school policies and the staff code of conduct.

Please note that this is illustrative of the general nature and level of responsibility of the role. It is not a comprehensive list of all tasks that the teacher will carry out. The postholder may be required to do other duties appropriate to the level of the role, as directed by the headteacher or line manager.

Person specification

E – Essential       D - Desirable
 

Qualities

CRITERIA

E - Essential

D - Desirable

Qualifications
 

  • Qualified Teacher Status
  • Qualification to the equivalent of degree level in specialist subject or a related subject
  • Level 5 Diploma in Education
  • Evidence of continuing personal and professional development.
  • Level 5 Cert in Education

 

Skills and Experience

  • A commitment to adapt teaching style and ensure an inclusive approach to teaching is in place
  • A good classroom practitioner with evidence of setting appropriate expectations to advance learning and to engage and motivate pupils
  • Ability to use appropriately a range of differentiated teaching and learning strategies for whole classes, individuals and groups which stimulate, challenge, engage and motivate pupils
  • Ability to set clear and appropriate targets, feedback to pupils and make use of assessment information to promote each pupil’s attainment and progress, and to plan future lessons
  • Ability to reflect on own practice
  • Evidence of good and outstanding teaching and pupil progress.
  • The ability to engage and motivate through a passion for your subject specialism, presence and professional skills.
  • Evidence of commitment to ensuring the highest levels of achievement for all pupils.
  • Successful experience of SEN teaching
  • Some experience of contributing to whole school improvement initiatives.
  • Some experience of contributing to the management and leadership of the curriculum area.
  • Possible experience of working with the wider community, including outside agencies and other schools.
  • Demonstrate commitment to a school through involvement with extracurricular activities.
  • Demonstrate contribution to a school’s wider community.

 

Specialist Knowledge and Understanding

  • Excellent subject knowledge.
  • Strong knowledge of pedagogy and the process of teaching and learning.
  • Ability to clearly understand and explain the characteristics of high quality teaching 
  • Ability to analyse pupil progress data and its application, with appropriate strategies, in raising pupil achievement and attainment.
  • Good knowledge and understanding of the curriculum particularly related to subject specialism.
  • Ability to contribute to collaborative planning and schemes of learning.
  • Good understanding of differentiation/inclusion.
  • Experience of SEN teaching and learning strategies.
  • Awareness of AfL and its contribution in raising standards of achievement.
  • Ability to make good use of ICT as a teaching and learning resource and for professional practice
  • Experience of line managing Learning Support Assistants
  • Competence in ICT including familiarity with MIS
  • An understanding of the use of ICT in schools and a willingness to develop its use in supporting pupils with SEN
  • Knowledge of how to give positive and targeted support to pupils with special educational needs.
  • Experience of undertaking Access Arrangements assessments and applications.

Personal Skills and Attributes

  • Determination to encourage the highest quality of learning experience for all pupils
  • Commitment to equal opportunities
  • Ability to establish good and productive working relationships, and work well in a team
  • Ability to communicate effectively to staff, pupils and parents, both verbally and in writing
  • Ability to meet deadlines
  • Ability to empathise with young people and be firm, fair and consistent when dealing with them
  • Excellent attendance and punctuality
  • Enthusiasm, personal dynamism and stamina
  • Sense of humour and perspective
  • Ambition and personal presence
  • Ability and willingness to offer extra-curricular activities, particularly Outdoor Education, Music, Drama or Sports
  • Ability to use research evidence to inform and improve teaching
  • Ability to ‘switch off’
  • A commitment to on-going professional development and willingness to attend training sessions.
  • Able to display presence and personal impact.
  • Self-confident, able to make decisions
  • An awareness, understanding and commitment to the protection and safeguarding of children and young people
  • High integrity - honest, trustworthy and reliable.
  • Excellent interpersonal communication skills and the ability to form strong relationships with pupils, staff, parents and the wider community.
  • Adaptability and flexibility to embrace new developments to raise pupil attainment.
  • Ability to self-organise, multi task and prioritise.
  • Thinks creatively and imaginatively in order to anticipate and solve problems and identify opportunities.

 

  • Extra-curricular personal skill or hobbies that could enhance the provision the School offers.

Notes:

This job description may be amended at any time in consultation with the postholder.

Last review date: Feb 2024

Next review date: July 2024

 

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