Job Description

NB: The Regulation Station is a start up Alternative Education Provision working with a wide range of people with varying needs. We have designed a rigorous selection process, as it is important that we identify candidates with a particular set of characteristics and skills that want to work and grow with the organisation.

Please note that submitting your CV is an initial screening process. If successful you will be sent an application form and pre interview assessment to complete before being invited to interview. We hope that you have a passion for making a difference and will complete the process to the best of your ability.

and Personal Specification

Job title:

Part-time (Maths and/or English)

Place of work:

The Regulation Station, Dunstable

Hours of work:

Up to 20 hours a week

Salary/Grade:

M1-M6

Reports to:

Deputy Head of Provision

Level of screening:

Enhanced

Who we are

The Regulation Station CIC is all about 'training the future', building strength from vulnerability and preparing children and young people, not only to learn and to do well in exams, but to do well in the world and in life.

We aim to address the susceptibility of children and young people to poor social and academic outcomes due to poor mental health; academic and social exclusion and systemic inequities.

The Regulation Station is passionate about the impact early intervention can have on long term life outcomes for children and young people using Dialectical Behaviour Therapy (DBT) self-regulation skills training with children and young people, aged 9-14, that are at risk of, or experiencing, social and academic exclusion and mental health challenges.

The aim of the intervention is to increase the likelihood of children and young people achieving positive academic and personal outcomes by offering educational assessment to identify potential underlying learning and developmental difficulties and access to a personalised curriculum.

Our Values

Take care of yourself and others Be accountable for your actions and their impact Embrace vulnerability as a source of strength If it's not good enough for you, it's not good enough for anyone else Know what you want to achieve before you begin Be aware of your power and use it wisely Take time to stop and smell the roses

Our Core Principles

All behaviour is communication Those we work with are doing the best they can and want to improve Those we work with need to do better, try harder and be motivated to change Those doing the work also need support

What does good look like for this role?

Our students often require support to build trusting relationships with professionals and you will have high expectations and a belief that they can succeed. You will help raise the academic profile of The Regulation Station. You are a teacher who is passionate about engaging the whole student; not just to pass an exam, but to be able to complete day to day activities to a high standard with confidence.

You are skilled enough to ensure the effective provision of teaching, behaviour and therapeutic support to children who attend The Regulation Station and to take responsibility for the education and welfare of a designated group of students in accordance with the requirements and conditions of the School Teachers' Pay and Conditions document. You can lead by example as an enthusiastic, efficient and highly effective teacher as set out in the DfE Teacher Standards:

"To make the education of your students your first concern, and are accountable for achieving the highest possible standards in work and conduct. To act with honesty and integrity; have strong subject knowledge, keep your knowledge and skills as teacher up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of all students."

You understand the importance of facilitating and securing the successful re-integration for pupils into their mainstream setting.

Main Duties and Accountabilities

Relationships and Expectations

Establish and maintain a positive regard towards both students and staff, promoting equity and inclusion. Maintain good relationships with students, exercise appropriate authority, and act decisively when necessary Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly Have clear rules and routines for behaviour, and take responsibility for promoting good and courteous behaviour across the provision, in accordance with the provision's behaviour-regulation policy Support positive behaviour taking into account the personal, social and emotional needs of students. Promote a love of learning and students' intellectual curiosity Set high expectations which inspire, motivate and challenge students Demonstrate consistently the positive attitudes, values and behaviour which are expected of students Act as a Key Adult, establish good relationships and communicate effectively with parents/carers with regard to students' well-being and to promote students' learning and development Be committed to celebrating students' successes and presenting their work through high quality displays, exhibitions etc.

Teaching, Learning and Resources

Be responsible, under the direction of the Head of Provision, for the development of and day to day organisation of a nurture style approach Be accountable for the wellbeing, attainment, progress and outcomes for a designated group of students. Have a clear understanding of the needs of all students, including those with special educational needs; those of high ability; disadvantaged students, those with English as an additional language; those with disabilities; and know when and how to differentiate appropriately, using approaches which enable students to be taught effectively Demonstrate an awareness of the physical, social and intellectual development of students, and know how to adapt teaching to support students' education at different stages of development Demonstrate knowledge and understanding of how students learn and how this impacts on teaching Liaise with colleagues to devise strategies and techniques, based on the knowledge of how students learn, that enable students to better access the curriculum and to reduce barriers to learning. Develop, plan and lead group and 1:1 sessions to meet students' personalised curriculum and their individual needs (e.g. literacy, numeracy, life skills or social skills). Organise and maintain a stimulating working environment appropriate for the range of activities taking place. Ensure that resources and the classroom environment are organised and readily available to promote learning. Use relevant classroom management strategies to ensure that a purposeful environment for teaching and learning can take place. Use a variety of suitable teaching and learning styles and to communicate clear learning objectives and expectations. Have a secure knowledge of curriculum development, foster and maintain students' interest and address misunderstandings Contribute to the design and provision of an engaging curriculum within the provision Teach a range of subjects and skills to students in order that they receive a broad and effective curriculum that will prepare them well for their next stage of education Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of Standard English. Reflect systematically on the effectiveness of lessons and approaches to teaching Encourage students to take a responsible and conscientious attitude to their own work and study Co-ordinate the timetable and allocation of The Regulation Station Support staff

Assessment and Goal setting

Know and understand how to assess curriculum areas including, where relevant, statutory assessment requirements Make accurate and productive use of formative and summative assessment to secure students' progress Use relevant data to monitor progress, set targets, and plan subsequent lessons Give students regular feedback, both orally and through accurate marking, and encourage students to respond to the feedback Collaborate with students to reflect on the progress they have made, identify their emerging needs and to set that stretch and challenge students Regularly monitor and review data assessments and provision for the students as well as students' personalised goals Implement, monitor and evaluate strategies to ensure that all students have the highest possible outcomes. Use available data to develop personalised educational programmes which enable students to access mainstream settings. Regularly evaluate the personalised educational programmes to ensure they are effective Use available data to plan effective transition packages.

Evaluation and Quality

Consistently and accurately assess students' progress and achievement. Maintain a quality assurance folder to evidence how assessment informs planning and goal setting and how students and parents/carers are involved in the process Keep effective and in-depth records of student progress and report overall achievement in line with provision policy and statutory requirements. Write reports, as appropriate, for Annual Reviews and student progress meetings and provide high quality evidence to share with the student's mainstream setting. Provide written reports for internal use, external agencies and parents as required

Collaborative Working

Consult and plan for students' needs with multi-agency colleagues, as appropriate. Liaise with parents/carers and other agencies on matters relating to the welfare of individual students Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support Liaise as directed with a range of agencies, for example schools, Educational Psychology Service, the Locality team. Work as a member of a team, planning co-operatively, sharing information, ideas and expertise. Work with colleagues to maintain and raise standards, attending and leading staff meetings as required Plan and co-facilitate DBT self-regulation skills training groups on a rota basis

Management and administration

Register students at the beginning of each session, ensuring absences are notified to the Family Engagement Team with urgency. Attend and contribute to a weekly debrief and planning consult with the team as well as other planning and review meetings with colleagues as directed by Senior Leaders Be aware of confidential issues and how and when it is appropriate to share with colleagues

Professional development

Take an active part in identifying and working on one's own professional development needs. To undertake any training as appropriate with the aim of increasing professional skills and expertise Deliver in-service training to colleagues as appropriate. Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues

Other duties

Embody and model The Regulation Station mission, values and core principles making a positive contribution to the wider life and ethos of the provision Contribute to improvement planning and provision self-evaluation process as appropriate To comply with all provision policies and procedures. Undertake shared duties of supervision of students during break times and before and after provision Make full use of Performance Appraisal opportunities To take a share, under the direction of the Head of Provision teacher, in the whole provision approach towards the making, reviewing and updating of provision policies through formal meetings, discussion and consultation. To support students in mainstream schools who have been referred to The Regulation Station and support the re-integration of students back into mainstream. To undertake other duties as deemed appropriate by the appropriate line manager, and Senior Leaders
The duties above are neither exclusive nor exhaustive and the post holder may be required to carry out additional appropriate duties within the context of the role and their level of skills and expertise.

The job description is current at publication but, in consultation with the post holder, may be changed by the Directors to reflect or anticipate changes in the job commensurate with the job title and skills level.

The Directors are committed to safeguarding and promoting the welfare of students, their families and our stakeholders and expect all staff and volunteers to share in this commitment.

If appointed the post holder will be required to comply with all organisational policies and to uphold the mission and values as set out in the introduction to The Regulation Station

Probationary period - there will be a probationary period of 6 months which will have to be completed satisfactorily.

Organisational Relationships

Parents and Carers

The Regulation Station colleagues

External agencies and other professionals

Students

Local Authority

Multiagency teams

Community leaders and organisations

Safeguarding

CONTEXT:

All staff are required to support the values and ethos of The Regulation Station and development priorities as defined by the Directors. This will mean focusing on the needs of colleagues, parents and students and being flexible in what can often be a busy, pressurised environment.

Because of the nature of this job, it will be necessary for the appropriate level of Disclosure and Barring Service check (DBS) to be undertaken. Therefore, it is essential in making your application that you disclose any convictions or cautions (excluding youth cautions, reprimands or warnings) that are not 'protected' as defined by the Ministry of Justice. The DBS check will reveal both spent and unspent convictions, cautions and bind-overs as well as pending prosecutions, which aren't 'protected' under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975 (2013 and 2020) and check to establish that a person is not barred from 'regulated' activity as defined by the Safeguarding Vulnerable Groups Act 2006.

Guidance about whether a conviction or caution should be disclosed can be found on the Ministry of Justice website.

The fact that a pending prosecution, conviction, bind-over or caution has been recorded against you will not necessarily debar you from consideration for this appointment.

In the event of employment being taken up, any failure to disclose relevant convictions will result in dismissal or disciplinary action by the provision.

Applicants must be willing to undergo child protection screening appropriate to the post, including checks with past employers.

The Regulation Station is committed to safeguarding and promoting the welfare of children and expects all staff to share this commitment.

Specialist Teacher (Nurture)

Person Specification

Qualified Teacher Status Significant CPD in SEN Professional qualification in the area of special educational needs. Primary or Cross Phase trained

KNOWLEDGE

An in-depth knowledge of Target Setting & Assessment Procedures. A sound understanding of curriculum planning, (AFL, differentiation and progression) Demonstrate evidence of good pedagogy and practice (observations & Inspections) Understanding of working with people with challenging behaviour / complex needs / disabilities. Evidence of the use of clear strategies for working with challenging students Knowledge of alternative curriculum and or alternative learning qualifications in various subjects Evidence of successful inter-agency and multi-agency partnership working, including with parents/carers Current knowledge of National Curriculum in specialist subject(s) An understanding of recent general educational developments including new developments and initiatives. Sound understanding of recent developments in education and their impact on special schools and the wider communities.

EXPERIENCE

Substantial and recent experience of teaching pupils/students, with special needs and a range of challenging behaviour, to a high standard Evidence of work with disaffected students who have made good progress both academically and personally Experience of working with clear guidelines, procedures and adhering to safeguarding and child protection Experience of teaching students with SEMH profile Experience of writing and implementing effective behaviour targets for students

SKILLS & ABILITIES

Ability to teach (disaffected and emotionally vulnerable) students effectively across a wide ability range Ability to quickly establish relationships with young people, vulnerable people and families with complex needs Evidence of successful work with disaffected students Evidence of a reflective and restorative philosophy when managing challenging behaviour Proven ability to demonstrate and lead classroom practice, including innovative curriculum development and planning. Proven ability to use assessment effectively to inform pupil/student progress and to analyse data to help the target setting process Evidence of effective target-setting to promote pupil progress. Demonstrate ability to organise and manage classes to create an effective learning environment. Demonstrate success in promoting the general progress and well-being of pupils and providing guidance and advice on educational and social, contextual issues. Creative and innovative approaches to learning Clear strategies for working with challenging students Ability to prioritise, plan and manage own time effectively and work to deadlines Evidence of competence in use of ICT

Interpersonal skills

Ability to work with small groups of students Ability to work in a team Ability to communicate effectively to a range of different audiences, orally and in writing Ability to write clear reports Ability to work constructively with a wide range of people

Personal Qualities

A commitment to maintaining students in mainstream schools Demonstrate regular attendance and punctuality. Enthusiasm and capacity for hard work. Demonstrate a high level of resilience -personal and interpersonal teaching skills. Ability to cope with emotionally demanding students and situations Ability to maintain confidentiality in the light of handling sensitive information Generate enthusiasm for new ideas in both students and staff, and inspire others with confidence and professional autonomy. A solution focused approach to problem solving. A willingness to respond flexibly to the needs of a small team Ability to resolve conflict

OTHER

Share The Regulation Station mission and values Awareness of and commitment to Equity & Inclusion Desire to develop and undertake training as required Demonstrate commitment to child protection and safeguarding (including e-safety) within the curriculum Willing to travel and work flexibly
Job Types: Full-time, Fixed term contract, Temp to perm
Contract length: 12 months

Pay: From 32,916.00 per year

Ability to commute/relocate:

Dunstable LU6 3SF: reliably commute or plan to relocate before starting work (required)
Education:

Bachelor's (required)
Licence/Certification:

QTS/QTLS (required)
Work Location: In person