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.

JOB DESCRIPTION AND PERSONAL SPECIFICATION

Job title: Sessional Tutor (Maths and/or English)
Place of work: The Regulation Station, Dunstable
Hours of work: Up to 20 hours a week
Salary/Grade: £20-£25 hours a week
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.

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

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.

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.