Learning Support Teacher and Access Arrangements Coordinator
- Job title: Assistant Learning Support Teacher and Access Arrangements Coordinator
- Job Type: Full time, permanent
- Salary: £37,343 - £62,975 per annum
- Department: Learning Support
- Reporting to: Director of Learning Support
- Location: Highgate, North London
- Start: September 2024
- Closing Date: 15 April 2024 at 8:00 am
A capable, fully qualified and dedicated learning support teacher is required for the role of Access Arrangements (AA) coordinator and to teach pupils with learning difficulties and/or disabilities and special educational needs.
The teacher will report to the Director of Learning Support. Independent and creative thinkers (who are nevertheless willing to work within established and regulatory guidelines and structures, and to mandatory Code of Practice requirements) are especially encouraged to apply. The ability to develop learning support teaching in the areas of note-taking, study skills and time management for pupils whose learning difficulties make these areas a particular challenge will be a recommendation.
This is an exciting opportunity for an experienced practitioner who enjoys the company of bright, ambitious and well-motivated pupils and who wishes to enjoy the rich variety of work encountered in an academically successful school. The post will suit a specialist who is already qualified as a specialist assessor and has a good understanding of the JCQ and Cambridge International (CIE) rules and regulations or a teacher who is a quick learner and wishes to take on the course to become one. The school is willing to train a suitable candidate.
The successful applicant will coordinate the Access Arrangement process in the school and adhere to the JCQ and CIE regulations and deadlines by ensuring that all paperwork meets their standards and applications are made on time. This involves assessing pupils, interpreting data and feedback, working closely with outside professionals and communicating with parents. The successful applicant will take responsibility for Key Stages 4 and 5 pupils, in terms of both the administration of learning support and providing individual tuition to pupils and will become one of eleven learning support teachers within the Highgate Foundation’s three schools, reporting to the Director of Learning Support (Foundation) based in the Senior School.
The Department
At Highgate we aim to enable all pupils with special educational needs or learning difficulties and/or disabilities (LDD) to achieve their full potential. We do this by working with them to enhance their learning skills and abilities; by liaising and working with their teachers to ensure the best programmes of study for each pupil; and also by liaising with outside agencies, where necessary. Pupils should thus have the greatest access to opportunities to make progress in their school work, in their programmes for examinations, and in their preparation for future study or careers.
It is our aim to provide appropriate material resources, dedicated support and suitable guidance to support pupils with LDDs who are on the learning support register and to develop a partnership with all members of the teaching staff to ensure that there is a positive approach to the learning of those pupils, and to ensure that that support is provided throughout the curriculum.
The emphasis is very much upon nurturing pupils through the curriculum. Of course, some pupils attend regular one-to-one classes for as long as is necessary; but much of the work of the department involves guiding classroom subject teachers in their support of those children with LDDs. Such an approach has been embraced here by a very committed and open-minded teaching staff, which has contributed to and supported this philosophy very positively.
Highgate School seeks to appoint teachers who will have, in addition to the professional qualities outlined below, the following proven personal qualities, or the potential to develop them. At interview, candidates will have the opportunity to demonstrate or give an account of these attributes.
- Profound and continuing interest in the academic subject/s to be taught.
- The depth of knowledge and agility of mind to allow flexibility in lessons, adapting delivery as appropriate in the light of pupils’ responses.
- Empathy with pupils across the age and ability spectrum at Highgate and the ability to implement a range of teaching strategies to cater for each individual pupil.
- Capacity to deal sensitively with problems raised by pupils, in line with Highgate’s pastoral policies and sanctions system, working in partnership with Highgate’s designated staff i/c pastoral care.
- Ability to create effective rapport and a sound relationship with pupils, earning their respect and trust but maintaining proper professional boundaries by not deliberately courting popularity or friendship.
- Dynamism and enthusiasm to contribute broadly to the life of a busy co- educational independent day school.
- Willingness to contribute to the extensive range of activities provided for pupils and to support them in their co-curricular pursuits.
- Capacity for industry and initiative in both independent work and as part of teams of colleagues in academic work, pastoral care, sports and co-curricular activities.
- Awareness and understanding of matters relating to the personal, social, health and emotional development of pupils.
- Willingness and ability to liaise effectively and professionally between pupils, staff and parents when required, making accurate records of these exchanges.
- Patience and thoughtfulness to see any issues that may arise with pupils, parents or colleagues from a variety of perspectives.
- The ability to defuse difficult situations using different strategies such as careful listening, sensitive use of humour, praise and recognition where due, utilising the School’s reward system.
- Retention of a sense of perspective and, on occasion, the invaluable ability to laugh at oneself.
- Criteria
- How will these be tested or verified?
- A good honours degree in any subject with a suitable postgraduate qualification in special education, SpLDs or Educational Psychology.
- Original degree certificate(s)
- Questions about subject specialisation at interview
- Specialist assessor qualification or the willingness to undergo the course in the first year of employment.
Essential
- Opportunities to discuss at interview
- Experience of assessing pupils, and delivering learning sessions on a one-to-one basis. The ability to administrate assessments independently, producing and maintaining Pupils Profiles, registers, liaising and when necessary providing staff training, attending parents’ and professional meetings.
- A 30-minute session to be spent with a suitable pupil.
- Questions at interview
- Excellent communication skills
- Two panel interviews
- session with pupil (as above)
- The ability to adapt quickly to a new environment, establish good and calm relations with pupils and gain their confidence
- Opportunities at interview to recount experiences where these skills have been demonstrated
- Questions that referees will be asked as part of the confidential reference request
- Sympathy with, and knowledge of, fundamental British values
- Questions at interview to assess this
- Awareness and understanding of safeguarding and welfare of children
- Questions at interview to test attitudes towards and knowledge of children’s safeguarding and welfare
- Questions which referees will be asked as part of the confidential reference request
- Criteria
- How will these be tested or verified?
- A teaching qualification; a suitably accredited diploma in special education
Essential
- Original certificate
- Expertise in essay note-taking, study skills and time-management
Essential
- Opportunities at interview to recount professional experience
- To demonstrate the academic knowledge and research underpinning personal and more general current practice
- Opportunities at interview to recount professional experience and examples of applying one’s knowledge.
- A willingness to be involved in the wider life of the department (e.g. Neurodiversity society, visits, reading clubs, etc.)
- Opportunities at interview to recount experience of running or participating in such activities or to give ideas for these.
Benefits
Support | A welcoming, comfortable and exceptionally well-resourced environment with significant assistance from a range of support staff.
Pension | The School pays the employer’s contribution to the Teachers’ Pension Scheme.
Professional development | Comprehensive induction. Focus on continued learning and development for all employees.
Holidays | Terms are shorter than in the maintained sector.
Location | Highgate Village, adjacent to Hampstead Heath, with quaint shops and easy connections across London.
Facilities | Free access, at stipulated times, to our sports facilities, including a fitness suite and new swimming pool. Staff can borrow from 1,700 books held in the Sir Martin Gilbert Library.
Lunch | Free tea and coffee A complimentary lunch including hot meals, sandwiches, salads, fresh fruit and dessert.
Sustainable travel | Access to the Cycle to Work Scheme and a Season Ticket Loan scheme for public transport.
Flexible working | Flexibility for parents, enhanced maternity pay and paid dependant leave.
Working at Highgate
A culture of community, kindness and belonging
Highgate is a caring, open-minded community, where we promote kindness, empathy and friendship. Everyone who works and studies with us deserves to feel they are part of a welcoming environment that enables them to be themselves and to thrive as individuals.
Our community extends beyond the school, through partnerships, charity work and our commitment to equality, inclusion and sustainability. All members of our school community are encouraged to look outwards and play an active role.
In a recent ISI inspection (Dec 2021), it was noted that “Pupils show exceptional respect for, and appreciate diversity within the school and wider community, and their own and other cultures, demonstrating sensitivity and tolerance to those from different backgrounds and traditions.”
Staff wellbeing
Highgate is committed to staff wellbeing, which we promote by encouraging a strong work-life balance; trying our best to support flexible working requests; providing a nutritious complimentary lunch in the dining hall; and offering access to sporting facilities including our recently renovated swimming pool.
The Staff Wellbeing Committee, with representatives across the School, meets regularly to drive forward initiatives, and a selection of staff have been trained as Mental-Health First Aiders.
We encourage an open culture throughout our school, with regular staff surveys, action committees and opportunities to feedback. We strive for continual learning and improvement, and staff training and development is paramount. There are opportunities to participate in the wider life of our school, such as taking part in trips or societies and getting involved in partnership projects.
More details about working at Highgate can be found here:
Charitable work and sustainability
As an independent school, we want to use our position as a charity effectively: to make high-quality education accessible to as many children as possible – through our bursary programme at Highgate and through our work with local state schools. We have partnerships with over 60 state schools across 7 London boroughs, and we are the principal educational sponsor for London Academy of Excellence, Tottenham – an academically-selective state sixth form in a community where such opportunities are lacking.
Alongside this, our staff and pupils undertake charitable activities throughout the year. These range from staff giving up their time to neighbourhood schools and charitable organisations, focused fundraising campaigns, to pupils undertaking community work in the local area or further afield.
As a school, we have a central role to play in educating our pupils, staff and parents about the importance of environmental sustainability. We are taking positive action to adapt our operational performance to tackle the negative effects of climate change. We encourage all our staff to reflect upon their personal and professional practices, to support our environmental agenda and to make positive changes wherever possible.
Application procedure
- Closing Date: 15th April 2024
- Timing of interviews: w/c 15th April 2024
Contact: James Newton, Deputy Head (Academic) and Ivanka Stoyanova, Director of Learning Support, are happy to answer any questions about this post.
Early Application: Applications will be considered ‘as and when’ received and we may close the vacancy if we appoint before the closing date.
Inclusion
We know that more diverse teams are stronger teams, and that the more inclusive we are, the more our staff and pupils will feel a sense of belonging and will thrive. To enable us to make reasonable adjustments, please let us know of any disabilities (including neuro-divergence) when you submit your application.
Safeguarding
As this role will have regular unsupervised contact with children you must, if appointed, comply with Highgate’s Safeguarding Policy and Staff Code of Conduct. If, in the course of carrying out the duties of the post, the post holder becomes aware of any actual or potential risks to the safety and welfare of our pupils, these concerns must be reported immediately in accordance with the Safeguarding Policy. If, while in the post, Highgate becomes aware of any safeguarding concerns to staff, pupils or the community, these will need to be followed up in line with the safeguarding policy and code of conduct which is underpinned by KCSE and other legislation. These concerns may need to be shared with other agencies. A copy of these policies will accompany all offers of employment. Training will also be provided to all staff to support Safeguarding practice.
Please read before you apply
Highgate is committed to the safeguarding and welfare of children and applicants must be willing to undergo child protection screening appropriate to this post, including checks with past employers, the Disclosure and Barring Service and overseas police check if necessary. Candidates from overseas must provide information about their past conduct, for example, by providing documents issued by overseas teaching authorities.
Please note that this role is ‘exempt’ from the Rehabilitation of Offenders Act 1974 and therefore, you are required to declare any convictions, cautions, reprimands and final warnings that are not ‘protected’ (i.e. filtered out) as defined by the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975 (as amended in 2013). Shortlisted candidates will be asked to provide details of all unspent convictions and those that would not be filtered, prior to the date of the interview.
In accordance with the latest guidance from KCSIE, we shall be conducting online searches on any candidates who are shortlisted.