Teacher/Instructor - Food Tech Specialism
| Dyddiad hysbysebu: | 08 Ebrill 2025 |
|---|---|
| Oriau: | Llawn Amser |
| Dyddiad cau: | 25 Ebrill 2025 |
| Lleoliad: | Colchester, Essex, CO4 5PA |
| Cwmni: | Teaching Vacancies |
| Math o swydd: | Parhaol |
| Cyfeirnod swydd: | ed0e3574-3fbd-4696-af28-541683f5867b |
Crynodeb
What skills and experience we're looking for
Core Duties
• Play a full part in the life of the academy, promoting and modelling our ethos of respect and equality
• Promote excellence and enjoyment in the classroom and all aspects of academy life
• Demonstrate commitment to safeguarding and actively promoting the well-being of children and young people
• Plan, prepare and deliver motivating lessons, in accordance with the academy’s Teaching & Learning Policy and Curriculum Offer
• Create a positive, stimulating and innovative environment for learning
• Maintain a well organised classroom with appropriate displays, resource areas and materials
Set high expectations which inspire, motivate and challenge pupils
• Establish a safe and stimulating environment for pupils, rooted in mutual respect
• Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
• Demonstrate consistently the positive attitudes, values and behaviours expected of pupils
Promote good progress and outcomes by pupils
• Be accountable for pupils’ attainment, progress and outcomes
• Be aware of pupils’ capabilities, and their prior knowledge, and plan teaching to build on these
• Guide pupils to reflect on the progress they have made and their emerging needs
• Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
• Encourage pupils to take a responsible and conscientious attitude to their own work and study
Demonstrate good subject and curriculum knowledge
• Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings
• Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship
• Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject
• If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
• If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies
Plan and teach well-structured lessons
• Impart knowledge and develop understanding through effective use of lesson time
• Promote a love of learning and children’s intellectual curiosity
• Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired
• Reflect systematically on the effectiveness of lessons and approaches to teaching
• Contribute to the design and provision of an engaging curriculum within the relevant subject area(s)
Adapt teaching to respond to the strengths and needs of all pupils
• Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
• Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
• Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development
• Have a clear understanding of the needs of all pupils, including those with social, emotional and mental health needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them
Make accurate and productive use of assessment
• Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements
• Make use of formative and summative assessment to secure pupils’ progress
• Use relevant data to monitor progress, set targets, and plan subsequent lessons
• Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback
Manage behaviour effectively to ensure a good and safe learning environment
• Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy
• Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
• Manage classes effectively, using approaches which are appropriate to pupils’ needs, in order to involve and motivate them
• Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary
Fulfil wider professional responsibilities
• Make a positive contribution to the wider life and ethos of the academy
• Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support
• Deploy support staff effectively
• Communicate effectively with parents with regard to pupils’ achievements and wellbeing
General duties
• Assist the Headteacher by taking an area of responsibility within the academy, as agreed with the Headteacher, depending on the strengths/interests of the teacher and the current needs of the academy
• Work with support staff and other Teachers in the classroom to effectively plan for a range of needs and be supportive of, and sensitive to, the needs of colleagues
• When required, take a leading role in an area of academy development
• Advise other staff, including NQTs and students on teaching practice and assist with professional development for staff and LAC members when required to do so
• Encourage interaction and teamwork within the academy and Trust; sharing ideas and new initiatives
• Actively engage in the professional development programme, monitor and assess own performance and take a proactive approach to professional development
• Participate in the performance and development review process, taking personal responsibility for identification of learning, development and training opportunities in discussion with line manager
• Contribute to the overall ethos, work and aims of the academy
• Comply with all academy and Trust policies and procedures, including the Code of Conduct and those relating to child protection, equal opportunities, health & safety, confidentiality and data protection, reporting concerns to an appropriate person.
Pupil-Facing Staff – Important Additional Information
Langham Oaks School caters for male learners aged 10-16 years, some of which have a residential place at the school from Mondays to Thursdays. All learners have an Education Health & Care Plan and are classed as ‘Social, Emotional & Mental Health’ (‘SEMH’) as their main category of need. In addition, they may have a diagnosis of Autistic Spectrum Disorder, Attention Deficit Hyperactive Disorder, Social Communication Difficulties, complex emotional and/or behavioural difficulties.
All of the boys have complex needs and many have experienced trauma, which can result in behaviour that is challenging and concerning. Every member of staff needs to accept and understand that behaviour is a form of communication and that it should be viewed with curiosity and empathy. All pupil facing staff are trained to use appropriate forms of physical intervention and will be expected to be involved in physical interventions when they are necessary, having first tried everything in their training to de-escalate situations.
All learners undertake part of their learning in a community setting and staff are expected to accompany the learners and take part in any off site activity, eg ‘Beach/Forest Schools’, therapy farm, sporting activities and social events, if required.
In order to work safely with our learners, the following personal abilities are extremely important and must be exercised at all times:
• The ability to follow all individual personal and social support strategies including consistently applying guidance designed to minimise challenging behaviour that puts the pupils themselves, or others, at risk of physical harm
• The ability to undergo training in the use of physical interventions and to subsequently be able to use any recommended interventions appropriately
• The ability to follow behaviour guidelines including those relating to occasions when learners will use behaviours to communicate – hitting, kicking, biting, swearing, spitting
• The ability to react quickly to safeguard the well-being of learners – eg if a pupil were to attempt to run away, either from the site or whilst on a visit or when a physical intervention is required
All class groups include a range of needs and consequently the expectations and daily responsibilities are the same for all pupil-facing staff.
The duties above are neither exclusive nor exhaustive and the post-holder may be required by the Headteacher to carry out appropriate duties within the context of the job, skills and grade.
What the school offers its staff
At Langham Oaks you will benefit from::-
• Alternate Fridays the working day finishes at 1 pm
• A full CPD programme on the alternate Fridays
• A dedicated wellbeing area with a supply of drinks and snacks provided
• A wellbeing group run by staff
• Coaching/Training
• Wellbeing “Whole School Approach Mental Health Award” Committed
• Mental Health Lead
• Buddy system
• Breakfast and lunch provided to all staff
• Communication policy with expectations of response times for staff
• Education Mutual – employee assistance package
• Wellbeing afternoon supporting National Wellbeing Day
• Staff debrief at the end of each day
• Supervision
Commitment to safeguarding
Our organisation is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults. We expect all staff, volunteers and trustees to share this commitment. Our recruitment process follows the keeping children safe in education guidance. Offers of employment may be subject to the following checks (where relevant): childcare disqualification Disclosure and Barring Service (DBS) medical online and social media prohibition from teaching right to work satisfactory references suitability to work with children You must tell us about any unspent conviction, cautions, reprimands or warnings under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975.
Core Duties
• Play a full part in the life of the academy, promoting and modelling our ethos of respect and equality
• Promote excellence and enjoyment in the classroom and all aspects of academy life
• Demonstrate commitment to safeguarding and actively promoting the well-being of children and young people
• Plan, prepare and deliver motivating lessons, in accordance with the academy’s Teaching & Learning Policy and Curriculum Offer
• Create a positive, stimulating and innovative environment for learning
• Maintain a well organised classroom with appropriate displays, resource areas and materials
Set high expectations which inspire, motivate and challenge pupils
• Establish a safe and stimulating environment for pupils, rooted in mutual respect
• Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
• Demonstrate consistently the positive attitudes, values and behaviours expected of pupils
Promote good progress and outcomes by pupils
• Be accountable for pupils’ attainment, progress and outcomes
• Be aware of pupils’ capabilities, and their prior knowledge, and plan teaching to build on these
• Guide pupils to reflect on the progress they have made and their emerging needs
• Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
• Encourage pupils to take a responsible and conscientious attitude to their own work and study
Demonstrate good subject and curriculum knowledge
• Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings
• Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship
• Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject
• If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
• If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies
Plan and teach well-structured lessons
• Impart knowledge and develop understanding through effective use of lesson time
• Promote a love of learning and children’s intellectual curiosity
• Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired
• Reflect systematically on the effectiveness of lessons and approaches to teaching
• Contribute to the design and provision of an engaging curriculum within the relevant subject area(s)
Adapt teaching to respond to the strengths and needs of all pupils
• Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
• Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
• Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development
• Have a clear understanding of the needs of all pupils, including those with social, emotional and mental health needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them
Make accurate and productive use of assessment
• Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements
• Make use of formative and summative assessment to secure pupils’ progress
• Use relevant data to monitor progress, set targets, and plan subsequent lessons
• Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback
Manage behaviour effectively to ensure a good and safe learning environment
• Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy
• Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
• Manage classes effectively, using approaches which are appropriate to pupils’ needs, in order to involve and motivate them
• Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary
Fulfil wider professional responsibilities
• Make a positive contribution to the wider life and ethos of the academy
• Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support
• Deploy support staff effectively
• Communicate effectively with parents with regard to pupils’ achievements and wellbeing
General duties
• Assist the Headteacher by taking an area of responsibility within the academy, as agreed with the Headteacher, depending on the strengths/interests of the teacher and the current needs of the academy
• Work with support staff and other Teachers in the classroom to effectively plan for a range of needs and be supportive of, and sensitive to, the needs of colleagues
• When required, take a leading role in an area of academy development
• Advise other staff, including NQTs and students on teaching practice and assist with professional development for staff and LAC members when required to do so
• Encourage interaction and teamwork within the academy and Trust; sharing ideas and new initiatives
• Actively engage in the professional development programme, monitor and assess own performance and take a proactive approach to professional development
• Participate in the performance and development review process, taking personal responsibility for identification of learning, development and training opportunities in discussion with line manager
• Contribute to the overall ethos, work and aims of the academy
• Comply with all academy and Trust policies and procedures, including the Code of Conduct and those relating to child protection, equal opportunities, health & safety, confidentiality and data protection, reporting concerns to an appropriate person.
Pupil-Facing Staff – Important Additional Information
Langham Oaks School caters for male learners aged 10-16 years, some of which have a residential place at the school from Mondays to Thursdays. All learners have an Education Health & Care Plan and are classed as ‘Social, Emotional & Mental Health’ (‘SEMH’) as their main category of need. In addition, they may have a diagnosis of Autistic Spectrum Disorder, Attention Deficit Hyperactive Disorder, Social Communication Difficulties, complex emotional and/or behavioural difficulties.
All of the boys have complex needs and many have experienced trauma, which can result in behaviour that is challenging and concerning. Every member of staff needs to accept and understand that behaviour is a form of communication and that it should be viewed with curiosity and empathy. All pupil facing staff are trained to use appropriate forms of physical intervention and will be expected to be involved in physical interventions when they are necessary, having first tried everything in their training to de-escalate situations.
All learners undertake part of their learning in a community setting and staff are expected to accompany the learners and take part in any off site activity, eg ‘Beach/Forest Schools’, therapy farm, sporting activities and social events, if required.
In order to work safely with our learners, the following personal abilities are extremely important and must be exercised at all times:
• The ability to follow all individual personal and social support strategies including consistently applying guidance designed to minimise challenging behaviour that puts the pupils themselves, or others, at risk of physical harm
• The ability to undergo training in the use of physical interventions and to subsequently be able to use any recommended interventions appropriately
• The ability to follow behaviour guidelines including those relating to occasions when learners will use behaviours to communicate – hitting, kicking, biting, swearing, spitting
• The ability to react quickly to safeguard the well-being of learners – eg if a pupil were to attempt to run away, either from the site or whilst on a visit or when a physical intervention is required
All class groups include a range of needs and consequently the expectations and daily responsibilities are the same for all pupil-facing staff.
The duties above are neither exclusive nor exhaustive and the post-holder may be required by the Headteacher to carry out appropriate duties within the context of the job, skills and grade.
What the school offers its staff
At Langham Oaks you will benefit from::-
• Alternate Fridays the working day finishes at 1 pm
• A full CPD programme on the alternate Fridays
• A dedicated wellbeing area with a supply of drinks and snacks provided
• A wellbeing group run by staff
• Coaching/Training
• Wellbeing “Whole School Approach Mental Health Award” Committed
• Mental Health Lead
• Buddy system
• Breakfast and lunch provided to all staff
• Communication policy with expectations of response times for staff
• Education Mutual – employee assistance package
• Wellbeing afternoon supporting National Wellbeing Day
• Staff debrief at the end of each day
• Supervision
Commitment to safeguarding
Our organisation is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults. We expect all staff, volunteers and trustees to share this commitment. Our recruitment process follows the keeping children safe in education guidance. Offers of employment may be subject to the following checks (where relevant): childcare disqualification Disclosure and Barring Service (DBS) medical online and social media prohibition from teaching right to work satisfactory references suitability to work with children You must tell us about any unspent conviction, cautions, reprimands or warnings under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975.