SEND Teacher(MFS)

Post: SEND Teacher

Hours of Work: Monday to Friday full time or Monday to Thursday part time

Contract type: Permanent

Salary including allowances: UQN/MPR/UPR +SEN Allowance

Start date of role: To be negotiated

Enhanced DBS Check Required: Yes

Mayfield School is looking for teachersto join our growing team. Our school is a special school for 310 pupils aged between 2 and 19 with a wide range of special educational needs and disabilities including PMLD, cognition and learning needs and autism. We are proud to be a Unicef Rights Respecting School, on a journey to achieve the gold award.

The school is split across two sites – Wheeler Street in Lozells (co-located with Holte School and Lozells Junior and Infant School and Nursery) and Heathfield Road in Handsworth. Successful applicants can be asked to work at either site depending on the needs of the school. Class placement will be based on experience and we welcome applicants with EYFS, primary, secondary or post 16 experience in any type of educational setting.

At Mayfield School, teachers are valued and their CPD is supported and invested in. We recognise that working with young people with SEND can be challenging and a full programme of training and support is offered. We expect teachers to adopt creative, innovative and highly personalised approaches to engaging young people in learning and enabling them to make progress. This is a joyful and rewarding job and one where you can really make a difference to the lives of young people and their families. 

We are looking for reliable, consistent, positive and solution focused people who will seek every opportunity to provide rich learning experiences for our pupils and who can show personal resilience and a commitment to children’s universal rights.

Applications are welcomes from unqualified or qualified teachers who have experience of working directly with children or young people in any setting and who are willing to work with others as part of a strong team. Special school experience is not necessary providing you have a willingness to learn and a dedication to securing positive outcomes for all pupils. ECTs are welcome to apply.

A recent welbee staff survey showed Mayfield as being in the top 20% of schools showing that risks of work-related stress and staff wellbeing are effectively managed and controlled. Our team tell us that they value the in-house training offered by the school and welcome the professional development opportunities available to them. 

This post could be based in any key stage class working with pupils who have persistent differences with social interaction, social communication and understanding emotions. Our pupils need clear boundaries and consistent support with engagement, learning, emotional regulation, sensory needs, and behaviour management.  

We are proud to be part of Education Impact Academy Trust where “better never ends”. 

In addition to the salary, we offer a benefits package for all employees through BSHF and regular opportunities for professional development and growth through the school and as part of the Trust. 

The trust is committed to safeguarding and promoting the welfare of students and expects all staff to share this commitment. Successful candidates will be subject to all necessary pre-employment checks, including an enhanced DBS, Childcare Disqualification (where applicable), qualifications, medical fitness, identity and right to work. All applicants will be required to provide two suitable references which will be sought prior to interview. An online search (and a prohibition check for teachers) will also be carried out as part of due diligence on all short-listed candidates.

About this Role:

Qualifications and training

• Degree
• Qualified teacher status
• Level 2 mathematics and English or equivalent qualification
• Willing to undertake regular training and professional development as and when required
• Working knowledge of SEND Code of Practice 0-25 years

Experience

• Has experience of teaching children or young people with autism spectrum conditions in a mainstream, resource base or special school setting

Skills and knowledge

• Knows how to use ICT effectively to enhance learning and communication
• Understands that pupils with ASC may experience persistent differences with social interaction, social communication and understanding emotions
• Understands barriers to completing homework and sitting tests and exams for pupils with autism spectrum conditions and knows how to support pupils to break down barriers
• Knows how to use personal interests and strengths to motivate pupils to engage in learning
• Is able to provide and maintain visible and predictable structure for pupils
• Is able to provide opportunities for pupils to apply learning in different contexts and situations
• Able to provide pupils with clear boundaries and consistent support with engagement, learning, emotional regulation, sensory needs and behaviour management.
• The ability to use restorative approaches to minimise conflict and build and maintain effective partnership working with pupils and parents
• Able to facilitate pupil participation and involvement in all aspects of school life
• Able to effectively role model what is expected of others
• Knows how to use social stories, PECS and/or Makaton to support communication and understanding (desirable)

Personal qualities

• A commitment to achieving the best outcomes for all pupils & prioritising their needs
• High levels of personal resilience
• Solution focused
• Commitment to own professional development and growth
• Effective team player
• Self awareness and the ability to act as a role model to others
• Uphold and promote the ethos and values of the school
• Ability to work under pressure and prioritise effectively
• Maintain confidentiality at all times
• Commitment to safeguarding and equality
• Commitment to children’s universal rights
• A commitment to communicate and involve parents and pupils in the work of the school
• An awareness and understanding of, and commitment to, equal opportunities
• A heightened awareness of the issues involved in the education of children with SEND

Safeguarding

• Enhanced DBS is essential. This post is covered by Part 7 of the Immigration Act (2016) and therefore the ability to speak fluent English is an essential requirement of the role

Informal conversations and visits are warmly welcomed. If you would like to arrange an informal visit please email hr@mayfield.eiat.org.uk

We can offer:

• A collaborative and inclusive culture
• A committed, hardworking team who strive to provide the best education for all students
• Comprehensive induction and probation support and regular opportunities for professional development and growth.
• We offer 10 staff training days across the academic year; one or two of these days may be aggregated which means you complete training outside of normal working hours in twilight sessions
• Employee Assistance Programme via BHSF – free totally confidential support,
• Access to discounts and offers via BHSF
• Access to a generous pension scheme known as the Local Government Pension Scheme (LGPS) for support staff or Teachers Pension Scheme for Teachers
• Generous annual leave entitlement for support staff based on length of service, starting at 29 days pro-rata, rising to 32 at 5 years’ plus service and 34 following 10 years’ plus service. Teachers annual leave is in line with Teachers Pay & Conditions
• Onsite parking at all schools
• We are the only Trust to provide SEN Allowances to ALL roles who work with students, including Teachers, TA’s, Care Assistants, Pastoral Care, Guides, Drivers

The trust is committed to safeguarding and promoting the welfare of pupils and expect all staff to share this commitment. Successful candidates will be subject to all necessary pre-employment checks, including an enhanced DBS, Childcare Disqualification (where applicable), qualifications, medical fitness, identity and right to work. All applicants will be required to provide two suitable references. An online search (and a prohibition check for teachers) will also be carried out as part of due diligence on all short-listed candidates.    

To read a copy of our Safeguarding and Child Protection Policy please click on the link below:  

Policies (educationimpact.org.uk) 

To read our policy on the Recruitment of Ex-Offenders please click on the link below: 

Policies (educationimpact.org.uk) 

The trust is committed to safeguarding and promoting the welfare of pupils and expect all staff to share this commitment. Successful candidates will be subject to all necessary pre-employment checks, including an enhanced DBS, Childcare Disqualification (where applicable), qualifications, medical fitness, identity and right to work. All applicants will be required to provide two suitable references. An online search (and a prohibition check for teachers) will also be carried out as part of due diligence on all short-listed candidates.    

To read a copy of our Safeguarding and Child Protection Policy please click on the link below:  

Policies (educationimpact.org.uk) 

To read our policy on the Recruitment of Ex-Offenders please click on the link below: 

Policies (educationimpact.org.uk) 

This post is covered by Part 7 of the Immigration Act (2016) and therefore the ability to speak fluent English is an essential requirement of the role. 

This post is exempt from the Rehabilitation of Offenders Act 1974 and the amendments to the Exceptions Order 1975, 2013 and 2020 Which means that when applying for certain jobs and activities certain spent convictions and cautions are ‘protected’, so they do not need to be disclosed to employers, and if they are disclosed, employers cannot take them into account. 

Further information about filtering offences can be found in the DBS filtering guide: 

DBS filtering guide – GOV.UK (www.gov.uk) 

How to apply:

Please apply online: https://educationimpact.org.uk/jobs  (or scroll to the bottom of this page)

Closing Date: Wednesday 16^th October 2024

Interview Date: Wednesday 23^rd October 2024

Please note that only Trust application forms will be accepted. We will not read accompanying Curriculum Vitaes (CVs) or accept them instead of an application form.

If you have not heard from us two weeks after the closing date, please assume that your application has been unsuccessful on this occasion.