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Inclusion Unit Supervisor

This vacancy has now expired.

Job description

A school in Malmesbury are looking for a strong Cover Supervisor to work full-time within their inclusion unit. The inclusion unit is attached to the secondary school and caters for students who struggle to cope in a mainstream setting. The unit currently has 12 pupils and 6 members of staff, the staff work very closely as a team to support the students and each other.

The Academy is a highly inclusive, innovative school, which serves the Salisbury area of Wiltshire. Recently graded 'Good' by OFSTED, the Academy has transformed itself into a high performing school over the past three years. The staff charter underlines the schools belief that all students can achieve, be happy and have limitless aspirations and all staff are commit to ensuring this happens. OFSTED noted that: 'The quality of school leadership has improved since the previous inspection. As a result, expectations of what pupils can achieve are higher. Leaders have created a culture in which high standards of behaviour are expected and pupils are encouraged to succeed.

Qualifications and Experience:

  • · Demonstrable levels of high standards of literacy and numeracy (e.g. GCSE A*-C in Mathematics or English).
  • · A minimum of two years' experience of working with children is desirable but not essential (either paid or unpaid capacity) preferably in a secondary education setting.
  • · Experience of working with pupils exhibiting challenging behaviours is also desirable.

Knowledge, skills and abilities:

  • · Understanding of factors affecting behaviour in lessons.
  • · Awareness of relevant legislation relating to child protection
  • · Understanding of child development and learning processes.
  • · Understanding of issues affecting behaviour and barriers to learning.
  • · Ability to supervise challenging pupils during temporary internal exclusion.
  • · Ability to persuade, influence and gain co-operation.
  • · Ability to implement individual behaviour improvement strategies.
  • · Effective oral and written communication skills.
  • · Excellent interpersonal skills both in working relationship with young pupils and in forming effective professional relationships with a wide range of contacts.
  • · Good organisational and time management skills.
  • · Sound IT skills to support learning and maintain electronic information.
  • · Ability to evaluate and review progress.

Personal attributes

  • Able to form and maintain appropriate professional relationships and boundaries with children and young people.
  • Ability and willingness to work constructively as part of a team.
  • Ability to supervise pupils effectively both in and out of school in line with the school's behaviour policy.
  • Ability to deal with sensitive information in a confidential manner.
  • Ability to help children and young people to transfer their learning to other parts of their lives.
  • Ability to provide a good role model to young pupils.
  • Ability to use own initiative and work flexibly.
  • A commitment to providing a responsive and supportive service and a willingness to constantly seek ways of improving the service.
  • A commitment to deliver services with the framework of the school's equal opportunities policy.
  • Has the ability to work with parents, external agencies and the wider community.
  • Ability to analyse problems, reach considered judgements, resolve issues and delegate effectively.
  • Personal organisation and time management skills.
  • The highest levels of personal and professional integrity.
  • Energy and drive.
  • Is flexible, able to work under pressure and meet deadlines.
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