Interventions Lead
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Interventions Lead

Contact Information: careers@kedlestongroup.com
Location: Ansley
Salary: 14,424
Date Posted: 30/10/2020
Closing Date: "No Closing Date Stated"
Job Type: temporary
Setting: Arc School Ansley
Job Description: No Qualifications

Interventions Lead (maternity cover for 1 year)

Hours: 24 per week

Start Date: ASAP

Arc School Ansley is part of the Kedleston Group and opened in 2014. We are an independent special day school in Ansley a lovely small village, for children and young people aged between 11 and 16. Our experienced team supports children and young people with various complex educational, social and emotional needs, mostly associated with autism. The school supports young people with various co-existing needs, some of which are associated with the challenges of attention deficit hyperactivity disorder, attachment disorder, SEMH, dyslexia and dyspraxia.

In return for your hard work and commitment we offer a competitive salary and other benefits including contributory pension scheme, comprehensive induction and ongoing training and professional development opportunities, refer-a-friend rewards, perks at work, employee assistance programme, birthday treats, employee of the month awards, cycle to work scheme.

Kedleston Group Limited is committed to safeguarding and promoting the welfare of its young people. This post is subject to an enhanced DBS check. We are an equal opportunities employer welcoming applications from all sections of the community.

The Lead of Intervention should be committed to all pupils and should have a good understanding of the barriers to learning which may affect the pupils at Arc School Ansley .

Key barriers to learning are in four broad areas and include:

  1. Cognition and learning – including moderate learning difficulties, severe learning difficulties, and profound and multiple learning difficulties. The TA should have a good understanding of associated challenges such as dyscalculia, dyspraxia and dyslexia.
  2. Sensory and physical needs – including hearing and visual impairment and physical disabilities.
  3. Communication and interaction – including teachers’ and pupils’ use of language.
  4. Social, emotional and mental health – including attachment disorders and attention deficit hyperactivity disorder (ADHD).

The lead of intervention will be accountable to the headteacher and the schools special educational needs coordinator (SENCO) and will help to support the class teachers.

Responsibilities for the Lead of Intervention 

 

  • To be responsible and accountable for the day to day management of intervention delivered within the school.
  • Lead on delivering small group and 1:1 interventions to support pupils and raise achievement .
  • To work closely with class teachers, other TAs and the SENCo to close the attainment gap between individual pupils, and groups of pupils and their peers.
  • To be responsible for the coordination and provision of interventions for named pupils and groups of pupils.
  • To be knowledgeable about the four areas of the SEND Code of Practice 2015, as detailed above.
  • To provide new and ongoing support for individuals and groups of pupils who need extra interventions to achieve their personal best.
  • To be familiar with interventions relating to both SEND and behaviour.
  • To assist with assessment, and evaluate the impact of the interventions and plan next steps for individuals or groups of pupils.
  • To be responsible for the production and regular update of provision maps detailing interventions provided by the school.
  • To assist the SENCO in the production of a timetable that ensures pupils are not repeatedly missing the same lesson to join interventions.
  • To remain up-to-date with personal training and new initiatives.
  • To be responsible for disseminating their training to other TAs and teachers as appropriate.
  • To act as a point of contact for other professionals such as occupational therapists, speech and language therapists and parents. 
  • To join pupils’ annual reviews and report on the value of the interventions in place.
  • To lead on the delivery and implementation of the AET framework.
  • Provide feedback to teachers and TAs on student progress 
  • Provide teachers and TAs input on the development of IEPs. 

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