Job Description

Ohana is a brand new remote school for children with ASD, ADHD, EBSA and other conditions that prevent them from thriving in a school setting.

The role is to support the delivery of Ohana's Education bespoke holistic learning programme. This role is remote using online, 1:1 or small group learning. Online teaching/tutoring; relationship building; vocational skills development; outdoor education and enhanced therapeutic input can form part of the bespoke programme. The team at Ohana Learning Practitioners will work together with parents/ carers, school staff and off-site staff to deliver a bespoke programme to suit each pupil. Each specialist teacher will have a remit specified in the duties, responsibilities, and accountabilities.

Main Duties, Responsibilities & Accountabilities

Contribute to the Ohana Learning model by delivering a blended education depending on need, where delivery of remote learning in a home setting, school setting or public venue.

Support the management team to implement our Mission, Vision, and values, across all areas.

Administer and use all In house systems effectively to support parents / carers by gathering and uploading evidence of progress and support learning, as needed, for management.

Work collaboratively with the school staff, parent / carers and offsite staff.

Collaborate with colleagues to update pupil progress and ensure effective tracking and evidencing of outcomes and attainment.

Plan, prepare, deliver, assess, and feedback on curriculum sessions in core subjects, broader curriculum, outdoor, PE, PSHE ensuring these areas of the curriculum match the skills and interests of young people.

The ability to work across ALL Key stages to address need and plug identified lags and gaps.

The ability to be innovative and creative in planning and delivering bespoke selections of work to match individual need and meet educational quality standards.

Deliver therapeutic input as required; online to individuals or very small groups. This includes teaching the child the 'hidden curriculum'; how to manage their behaviour through art therapy, or other therapeutic strategic approaches developing lifelong learning skillsets and potential reintegration back into a specialist, mainstream or college setting.

A high-quality broadband connection will be required at home.

Workflow and performance will be monitored and quality assured by line manager.

Ability to work alone and take on a lead role in delivering subject matter, broader curriculum and therapeutic interventions as per the bespoke Pathway Provision Plan for each child.

Ability to manage potential complex behaviours of the child due to their SEN, past and ACE experiences.

Ability to manage and work collaborative, triangulation with school staff, parents and our inhouse SENCO and therapeutic team within a child centred approach.

Ability to think on one's feet, be decisive and create a safe secure environment conducive to engaging and learning.

Strong in conviction and an ability to convince the stakeholders that this pedagogy is the best route for the child.

Collaborating with multiagency professional to safeguard and ensure the educational welfare of our young people.

No fear of failure, being resilient and able to persistently keep trying new approaches and ensure all strategies, interventions, pedagogy and motivation of choice stems for the underlying conviction to meet need, based on the evidence supplied from professionals and the pathway provision plan put in place for the child.

Support young people to feel 'safe' and understood.

Build strong and trusting relationships with the young person to engage them.

Guide and build the Pathway Provision Plan around the young person to develop their natural talents, skills, strengths and interests into a career path, lifelong learning, that will lead to a fulfilling adult life.

Monitor, review and adjust interventions and provisions as needed to meet need.

Ensure all admin work is completed and delivered in time.

Take responsibility and accountability, being able to confidently address external and internal stakeholders e.g. Local Authorities / parents etc on the young person's evidenced based progress.

Be available for 'round table discussions' with all stakeholders for the quarterly, internal review sessions.

Attend all staff meetings and CPD training (internal and external) on offer to boost and develop your own knowledge and skill base.

Teaching experience, knowledge of different curricula, including vocational options.

Experience dealing with children who need additional support in SEMH. These children are vulnerable due to past trauma thus presenting with, anxiety, self-harm, distrust etc that will need managing as part of your role.

Odyssey will offer support and training in areas 'YOU' identify as a need to improve your ability to delivery.

General Responsibilities

Health & Safety: All employees are required to adhere to Health & Safety Regulations and ensure best practice is met by both themselves and by their colleagues. Responsible for delegation of and supervision of procedures/checks

Conduct: All employees are required to conduct themselves in a professional manner in accordance with company values, policies and codes of conduct as outlined in the employee handbook

Flexibility: A reasonable degree of flexibility is required from all employees to meet the needs of the role, the department and the wider company

Quality: All employees are expected to work within the systems, processes and procedures outlined within the department and / or company handbooks or software platforms or training manuals

Qualifications, Skills & Experience

Essential

Desire to work with pupils who have autism.

Desire to work with pupils who have experienced trauma (ACE) and challenge.

Creative approach to building relationships and engaging learners.

PVG enhanced.

Right to work in UK.

Previous teaching experience and knowledge of the curriculum

Ability to be resilient, caring, nurturing, establish firm boundaries but be fair.

Ability to work remotely.

Keenness to learn, engage and deliver, our Ohana model.

Knowledge of SEN administration and terminology.

Desired

Educated to degree level with experience of a range of teaching approaches and experience of 1:1 , small group and online teaching.

QTS status.

Knowledge of theoretical approaches to the challenges faced by SEN and particularly Autistic children. This can include ACEs, mental health, attachment, etc. and be able to apply theses to everyday practice.

Experience of working with pupils with Autism and Additional Support Needs, or the desire to undertake professional learning to gain skills in this area.

Competencies

Verbal and written expression-

the ability to communicate in clear language and to adjust use of language to the audience's level and the ability to express ideas and views clearly to others in writing. Computer literate. Skilled in learning and teaching strategies to support pupils who have periods of missed education and a negative perception of school.

Accountability-

Being accountable and passing on accountability for one's own actions and those of colleagues and the organisation.

Sensitivity-

Being attuned to the attitudes, feelings, or circumstances of others and being aware of the influence of one's own behaviour on them. Managing data in line with GDPR

Resilience -

The flexibility to work towards shared goals in challenging circumstances and maintain focus

Energy -

The ability to motivate others and remain enthusiastic when in challenging situations and to self-start on developments.

Learning ability-

The ability to absorb new information readily and to put it into practice effectively. Commitment to professional learning and application to improve outcomes for pupils.

Person Specification

Adaptable - can make decisions quickly to maintain education and safety in challenging emerging circumstances. Able to reframe expectations of progress in changing situations.

Dynamic - able to balance teaching timetable containing variety and cater for varying needs and maintain a high standard of provision.

Cooperation - collaborates with stakeholders and colleagues to ensure highest possible standards of service through shared ideas and resources, and effective communication.

Flexible and creative - able to respond to changes to best meet needs of pupils, and to support the needs of the service in the transition to the Adapt Learning model.

Integrity - passes on information consistently and honestly, does not abuse position or power, guards sensitive information, treats everybody equally, respectfully and without discrimination.

Skilled communicator - ability to assimilate information, listen skilfully and communicate clearly in a range of contexts.

Stress Management - ability to perform under pressure and in adversity, has proper self-perception and distinguishes essentials from side issues.

Professionalism - performs role in line with British Standards for Registration and is committed to raising standards and pupil outcomes.

Job Types: Full-time, Permanent

Pay: 36,000.00-55,000.00 per year

Benefits:

Company pension Cycle to work scheme
Schedule:

Monday to Friday
Work Location: Remote

Application deadline: 02/06/2025
Expected start date: 02/06/2025