Teacher of Alternative Provision (0.4 - 2 Days)

Teaching 

• Teach an agreed timetable within the Alternative Provision, planning lessons that engage students, provide challenge, and are accessible given individual needs and starting points. 

• Be prepared to teach across subjects and key stages, including core skills (literacy and numeracy) and enrichment activities, according to the needs of the cohort. 

• Lead by example, achieving high standards of classroom practice, relational behaviour management, and de-escalation. 

• Monitor the academic and personal progress of all students and adapt strategies to address underachievement, disengagement or emerging risk. 

• Provide effective and timely feedback to students in line with school policy. 

• Set work and, where appropriate, homework in line with provision and school policy. 

• Register the attendance of students in every session and follow up on absence promptly, working closely with the Attendance team. 

Curriculum 

• Contribute to the development and implementation of a curriculum for Alternative Provision that reflects the school’s aims and ethos while meeting the specific needs of students. 

• Ensure that schemes of work and session planning are properly prepared and regularly reviewed. 

• Ensure the curriculum supports reintegration to mainstream where appropriate, and prepares students for their next steps into education, training or employment where reintegration is not the goal. 

• Ensure the planned curriculum includes wider aspects such as literacy, numeracy, SMSC, FBV and careers, adapted to the provision. 

Students 

• Ensure high standards of teaching, learning and engagement across the provision. 

• Manage assessment, monitoring and reporting for students within the provision, in line with school policy and procedures. 

• Work closely with the SENDCO, pastoral team and external agencies to ensure that students’ additional and SEMH needs are met. 

• Maintain, develop and apply effective rewards, sanctions and relational approaches appropriate to the needs of the cohort, in line with the school’s Behaviour Policy. 

• Support the planning and review of individual student passports, risk assessments and reintegration plans as required. 

Parents 

• Work with parents and carers through home/school correspondence, phone calls and meetings to ensure student wellbeing and academic success. 

• Maintain regular, sensitive communication with families where students face significant social, emotional or medical challenges. 

Process management 

• Where applicable, manage the processes for ordering, purchasing and maintaining resources and equipment for the provision. 

• Ensure appropriate risk assessments are completed and health and safety procedures are followed within the provision. 

Performance management and personal development 

• Co-operate with the appropriate member of the SLT to take part in performance management arrangements, in line with school procedures. 

• Build effective working relationships with colleagues across the provision and the wider school. 

• Participate fully in the school CPD programme, including training relevant to SEMH, trauma-informed practice and safeguarding. 

Pastoral and safeguarding responsibilities 

• Address issues relating to the wellbeing, personal development and academic progress of all students within the provision. 

• Monitor the behaviour, mood and wellbeing of students closely, escalating concerns promptly in line with the Safeguarding Policy. 

• Contribute to the pastoral programme and collective worship where relevant to the provision. 

• Liaise with parents/carers and external agencies about any concerns or points of praise. 

Other professional requirements 

• Be a role model for the school’s vision and values, including our FAITH character values of fellowship, aspiration, integrity, tenacity and humility. 

• Operate at all times within the policies and practices of the Trust and the school. 

• Set a good example through personal presentation and personal and professional conduct. 

• Contribute to the wider life of the school where working pattern allows. 

• Participate in liaison with community partners, other agencies, and marketing or liaison opportunities relevant to the provision. 

Essential 

Desirable 

• Good quality Honours degree in an appropriate discipline 

• PGCE or equivalent in secondary education, or equivalent relevant experience 

• Qualified Teacher Status 

• Evidence of CPD relevant to SEMH, trauma-informed practice or alternative provision 

Essential 

Desirable 

• Successful experience teaching at Key Stage 3 and/or 4 

• Experience working with students who present with social, emotional or behavioural challenges 

• Experience of alternative provision, SEMH, PRU or special school settings 

• Experience developing curriculum, policies or practices for a specific cohort of students 

Essential 

Desirable 

• An understanding of what constitutes effective teaching and learning for students with additional or SEMH needs, and the ability to put this into practice 

• The ability to use data to monitor student progress and inform planning 

• The ability to put in place effective, personalised intervention for students at risk of disengagement or underachievement 

• Good behaviour management skills, with a relational and de-escalation-led approach 

• The ability to motivate and build trust with young people who may have had negative experiences of school 

• Good organisational skills and the flexibility to teach across subjects and key stages 

• Capacity to use ICT as an integral part of teaching 

• Understanding of the particular needs of pupils with SEND 

• Understanding of current developments in SEMH practice and wider educational issues relating to inclusion 

• The ability to coach and mentor other staff (in due course) 

Essential 

Desirable 

• The ability to form good working relationships with colleagues, students and families 

• Emotional intelligence and resilience, with the ability to remain calm under pressure 

• The ability to prioritise and meet deadlines 

• A commitment to continued professional development 

• A commitment to safeguarding and to protecting and promoting the welfare of young people 

• An open mind to change and to the unique circumstances found in a growing and developing provision 

• A genuine passion for making a difference to the lives of young people who need it most 

• A desire and commitment to contribute to the wider school and its community 

• A clear philosophy on inclusive teaching and re-engagement 

Essential 

Desirable 

• Good attendance/punctuality record 

• Enhanced DBS certificate and barred list check 

• Flexibility, including the ability to work with a challenging and changing cohort