Job Description

Exciting opportunity!

High Grange School is expanding its provision for students requiring targeted support for dyslexia and dyscalculia, in response to increasing demand and whole-school development priorities. This role offers a fantastic opportunity to shape and deliver high-quality interventions that directly impact student progress in literacy and numeracy across all key stages.

The successful applicant will receive ongoing support from the SENCo, Head of Therapy, and Specialist Practitioners, and will be welcomed into a highly collaborative and established Multi-Disciplinary Team (MDT).

You will be expected to work proactively across teams and support the school's commitment to neurodiversity-affirming, person-centred practice.

Who we are looking for:

We are seeking a committed and reflective practitioner who:

Holds a

Level 5 qualification (or higher)

- Diploma in Teaching Learners with SpLD (Dyslexia) - or equivalent Accreditation with British Dyslexia Association Has a strong understanding of literacy and numeracy interventions. Can work flexibly with students who have complex needs associated with ASC, including PDA, ADHD and SEMH profiles Values student voice and understands the importance of adaptive, inclusive practice

Main Responsibilities:

Plan, deliver and review 1:1 or small group interventions focused on dyslexia, dyscalculia, and/or wider English and Maths learning needs

Support class-based learning by modelling strategies, adapting resources, and collaborating with teaching staff to ensure inclusive practice

Use specialised assessments and progress tracking to inform intervention content

Liaise closely with the SENCo, Head of Therapy, Specialist Practitioner, Literacy and Numeracy Leads, and wider MDT

Monitor the impact of interventions and contribute to termly reporting and Annual Review processes

Differentiate session materials and approaches to meet the needs of diverse learners

Support students in line with EHCP outcomes and contribute to their personal learning plans

Develop, adapt and manage intervention resources (e.g. overlays, paper types, assistive tools)

Actively engage with continuing professional development (CPD) in this specialist area

Contribute to the evaluation and development of whole-school provision in literacy and numeracy

Uphold the school's ethos of

Adaptive Thinking, Communication, Emotional Wellbeing, and Independence

Professional Requirements

Knowledge of the 0-25 SEND Code of Practice and EHCP processes. Familiarity with the National Curriculum and how it relates to intervention planning. Awareness of assistive strategies and inclusive classroom practice. Experience using progress tracking tools and writing impact reports (or willingness to develop this). Commitment to confidentiality, safeguarding, and GDPR compliance.
Job Types: Full-time, Permanent

Benefits:

Free parking On-site parking
Work Location: In person