January 2016 Thank you for your interest in the post of Special Needs Welfare Practitioner. Haywood Academy is one of the highest performing schools in the West Midlands and a national top performing non-selective secondary school. A large part of our success is attributed to the creation of a people centred culture of care and support. Our Learning Support team are highly valued member of the school community. They participate fully in the Academy’s Inset CPD programmes and have the opportunity to complete NVQ training, an outstanding LSA and LSA maths and Literacy programmes. They also actively engage in the wider school life support student learning and providing many enriching activities. The Academy prides itself for being at the forefront of educational developments and it is at an exciting time in its journey. We have recently opened a Sixth Form in September 2015, are a sponsor for other schools and are part of a Multi Academy Trust. Haywood Academy has outstanding facilities including a state-of the art ‘4D’ cinema, a brand new sports hall, ultramodern music and art rooms, industry standard ICT across the school, a new technology block and a suite of science laboratories. It would be helpful if your letter in support of your application is no more than 2 sides of A4. If you wish, you may submit a CV with your application but not instead of it. Please forward your completed application to Marie Faichney, CLT HR Lead, at the school or by email to: mfaichney@haywoodacademy.coop If you have not heard from us by 21st January your application will have been unsuccessful. Yours sincerely Dilesh Parmar Head of School Encs

   

ETHOS We are a warm, enthusiastic academy with outstanding pastoral care guidance and support that believes education is about exploring ideas, meeting challenges and aiming higher. Our co-operative values are the bedrock of all we do at the Academy and so are guided by the values of social responsibility, equity, equality, solidarity, democracy, openness, honesty and caring for others. We ensure that all our students have the opportunity to fulfil their potential and achieve their goals. As well as leaving Haywood academically and vocationally well qualified, students will aspire to be responsible and confident global citizens, who can care about the world in which they live. They will be citizens of the future who in their own words are “equally different and equally likely to succeed”. BACKGROUND We are a popular, over-subscribed 11 – 16 mixed Academy serving principally Burslem and parts of Tunstall in the north-eastern area of the City of Stoke-on-Trent. We meet regularly with partner primary schools, although our intake comes from 20 different schools. We currently have 1020 students on roll from a wide range of housing and socio-economic conditions, including some of the most deprived areas of Stoke on Trent. We cater for the Able and Talented, those from different minority ethnic backgrounds (21%) and those with special educational needs (27%). 24% of our students have free school meals. Haywood Academy is the founder member of the City Learning Trust, a Multi Academy Trust, which encompasses nine Academies across the age range of 3-19. We aim to create a world-class education system across our community of schools. Our students love the opportunity to engage in our Excellence Academy, a unique education partnership between Haywood Academy, Cambridge, Oxford, Keele and Staffordshire Universities. Excellence Academy students take part in extra enrichment activities and extra classes with opportunities to visit and learn at university campuses. We will develop further these links in order to position students in the best place to excel in their onward education. FACILITES Haywood Academy has outstanding facilities including a new science area, a redesigned engineering building, music, drama, English, maths and humanities areas. We also have a new sports hall, technology block and a unique visionary learning tower designed by our students and the BSF programme which has further enhanced our already extensive ICT resources. STANDARDS AND ACHIEVEMENT In January 2014, OFSTED rated the school as “good” in all areas and on the ‘cusp’ of outstanding in some, saying that “Teaching is consistently good with some which is outstanding.” “The continual focus on improving teaching and learning through coaching, mentoring and sharing good practice is leading to better achievement for all students”. We continue to concentrate our staff training on improving teaching and learning. A large part of our success has been attributed to the creation of a people centred culture of care and support. We work with local primary schools, the local community and businesses to raise our standards of achievement and to help re-vitalise the local economy by producing more young people wishing to pursue careers as varied as law, teaching, construction, the caring services and engineering. We are also proud of our Arts mark Gold and Sports mark Gold awards which recognise the quality and variety of work in our PE, art, music, dance and drama.

   

We run our own orchestra and perform our own musicals and concerts annually. We are equally proud of our Gold Cultural Diversity and Gold International Schools Awards. GSCE results place the Academy as one of the top performing non-selective Academies in Stoke-on-Trent in 2015 and one of the best nationally. We believe we have a caring community of individuals working in a purposeful and orderly atmosphere. This allows us to maintain a strong culture of learning and to continue to offer an interesting and enjoyable experience for students and staff alike. Dilesh Parmar Head of School

   

2015-2016 Teaching and Learning Priorities: T&L theme – to foster wonder and curiosity in everything we do to create vivid learning. Feedback Develop questioning and marking for improvement and progress by:

• consistent and effective use of STEP marking which leads to high quality green pen feedback from students.

• using questioning to check learning and progress and promote higher order thinking. • consistent use of marking for literacy.

Autonomy Develop students to be autonomous learners who are:

• self-reliant and self-supporting. • resilient, determined and independent. • responsible citizens who can make their own decisions.

Challenge Develop high expectations and quality student relationships by:

• using success criteria that are levelled/graded in every lesson. • consistently using progress tracking and data to inform teaching and learning to motivate

students. • differentiating to ensure challenge for all. • using writing frames to improve extended writing by students.

Engagement Enthuse, engage and motivate students to learn by:

• consistent use of co-operative learning in lessons to encourage collaboration. • consistent use of visible learning strategies in lessons. • consistent use of the rewards system to recognise progress and foster positive behaviour for

learning. • The celebration of students work and ensuring a stimulating and clean learning environment.

   

Special Needs Welfare Practitioner To join a large, successful and innovative team, it would be beneficial for the candidate to have experience in supporting students with Special Educational Needs and disabilities. This post is subject to the Rehabilitation of Offenders Act 1974 (Exceptions) Amendment Order 1986 and, as such, it will be necessary for a Submission for Disclosure to be made to the Criminal Records Bureau to check for any previous criminal convictions. APPOINTMENT PROCEDURE  

Closing Date: 20.01.2016 Shortlist: 21.01.2016 Interview: 03.02.2016 DRAFT INTERVIEW PROCEDURE 8.15 Meet Head of School 8.35 – 8.45 Staff Briefing 8.45 – 12.00 Tour of school, meet department and students 12.00 – 2.00 Formal Interviews (Panel: Head of School, Learning Support Manager, HR, School

Governor). 2.00 – 3.00 Decision & Debriefing

   

The SEN Department We are a large flourishing department always looking to secure outstanding progress. We are situated in the heart of the school and we see mutual support and teamwork as being essential to the wellbeing of the department. A friendly, supportive and stable department for many years, the SEN team is committed and relentless in its strive for excellence. PERSONNEL                        

LEARNING SUPPORT KAREN BALL KB Special Needs Welfare Practitioner LIAM BARLOW LXB Special Needs Welfare Practitioner ANNETTE BARNETT AB Senior Teaching Assistant KAYLEIGH GOODWIN KG Special Needs Welfare Practitioner DENA HAMMERSLEY DH Teaching Assistant RUSSELL HAMMERSLEY RMH Special Needs Welfare Practitioner KATE HANBURY KSH Special Needs Welfare Practitioner RUSSELL HAWLEY RH Special Needs Welfare Practitioner CLAIRE JARRETT CJ Special Needs Welfare Practitioner SARAH JOHNSON SLJ Special Needs Welfare Practitioner LARISSA JONES LEJ Special Needs Welfare Practitioner SAM KALUZA SK Special Needs Welfare Practitioner NATHAN LEGG NL Learning Support Manager DAVID LINNANE DL Special Needs Welfare Practitioner KEITH LITTLE KL Special Needs Welfare Practitioner TRACEY LOCKETT TL Special Needs Welfare Practitioner NIKKI LOWE NLX Special Needs Welfare Practitioner DENISE MCGEE DM Special Needs Welfare Practitioner SACHA MCGORIE SM Special Needs Welfare Practitioner ZOE MELLOR ZM Special Needs Welfare Practitioner BRIAN PACE BWP Special Needs Welfare Practitioner HANNAH PARKER HCP Special Needs Welfare Practitioner SARA PASS SJP Special Needs Welfare Practitioner NAZIR QURESHI NFG Bilingual Support Assistant JULIE RUTTER JR Senior Teaching Assistant KELLY SIMPSON KS Special Needs Welfare Practitioner ANDREA WEIR AW Special Needs Welfare Practitioner

   

DESIGNATION:

SPECIAL NEEDS WELFARE PRACTITIONER (Formerly Personal Welfare Assistant)

POST RESPONSIBLE TO: HEAD TEACHER, LEARNING SUPPORT MANAGER &

SENCO. POST GRADE PERSONAL WELFARE ASSISTANT GRADE

OR UNQUALIFIED PERSONAL WELFARE ASSISTANT GRADE

PURPOSE OF THE POST DUTIES: Under the direction of the Headteacher: 1. To contribute to the delivery and adaptation of the curriculum for students with Special

Educational, Physical, Emotional, Social and Developmental needs. 2. To implement the agreed targets for students and meeting the needs of the SEN Statement. 3. To contribute to the creating of a differentiated, stimulating, safe environment, through classroom

organisation and by raising aspirations and achievement levels. 4. To contribute to the assessment of students, particularly for those in your particular group/class

through observations, records and discussions with other Special Needs Practitioners, Teachers, and Learning Support Manager.

5. To support the maintenance of positive links between home and school. 6. To maintain a safe environment for children, staff and visitors as far as it is possible and

practicable and assist with integration arrangements as appropriate. 7. To liaise with outside agencies as directed, e.g. Welfare Officers, Psychologists, and Social Care. 8. To support the teacher in managing the behaviour of the students. ♦ This post is for one to one or for group support. ♦ To be a qualified NNEB or hold other appropriate qualifications, (NNEB, BTEC, NVQ III, LSA01).