SEN Secondary Teacher - Frodsham

Fern House School and College is part of the iMap Centre group and is set within a beautiful rural Cheshire environment. The school provides high-quality, inclusive education for young people aged 7 to 19 with Autism, complex learning needs, communication challenges, and sensory integration needs. Operating with a low-arousal, structured learning environment, Fern House delivers a bespoke, person-centred curriculum tailored to individual needs, preferences and learning profiles. The school's ethos is built on three core values: Understand, Empower, Aspire - guiding the curriculum, culture, and daily practice. Staff are trained in evidence-informed approaches associated with effective autism support, ensuring each learner receives highly personalised provision. The education, health, care, and therapy teams work in partnership, and we pride ourselves on having strong relationships in place with parents, carers and funders. This tried and tested approach ensures every iMap student reaches their optimum level of achievement. As a SEND teacher you will:

• Plan and teach inspirational, specialist and highly differentiated lessons to KS2 - KS5 SEND classes.
• Make accurate and productive use of assessment, to promote good pupil (academic) progress and emotional development.
• Provide a stimulating and well-structured learning environment suitable for pupils with special educational needs.
• Champion the needs of pupils in your class across the wider school.
• Develop a bespoke, topic-based curriculum, which builds on students' interests, whilst meeting the academic, personal development/social needs of pupils in KS2 - KS5, providing support with English and Maths and delivering a range of subjects, including Geography, History, RE and enrichment.
• Support the school through developing consistent approach to behaviour management, teaching and learning, marking, assessment etc. following relevant school policies.
• Check pupils' attendance and punctuality at each lesson, reporting absences and lateness promptly.
• Promote pupil progress through the effective deployment and coordination of support staff including HLTAs, TAs and specialists from external agencies.
• Develop systems to record, share and evaluate the work of external specialists (e.g. SaLT or C&I workers).
• Support the SENCo/Assistant SENCo in the production and review of EHC Plans, and for pupils at SEN School Support.
• Deliver 1:1 or small group tuition to pupils, as identified by the SENCo, who require individualised support.
Management of Physical Resources:
• Create and maintain a carefully considered physical environment within the SEN areas and classrooms, including displays of student work; group or independent learning areas; specialist 1:1 spaces.
• Be responsible for the use of a delegated budget to provide learning resources and other equipment necessary for the effective operation of the SEND teaching team.
Support to Children, Families and Communities:
• Build effective relationships with parents and carers, sharing information regarding pupils' achievement, behaviour and well-being.
• Organise and deliver open events to welcome parents and carers into the SEND department, for both current and prospective students.
• Support pupils and their parents and carers to make the most of the educational and other relevant opportunities available to them.
• Liaise effectively with and signpost to other agencies when necessary, for example, social care, NHS, CAMHS, EPs etc.
Whole School Improvement:
• Play a full and active role in the development of the school including leading a curriculum subject across school.
• Contribute to the whole school improvement plan, through writing and action plan, which identifies the vision of ethe subject, implementation activities, the school budge required and the expected impact.
• Monitor a curriculum subject across school to ensure that students across the school are accessing outstanding teaching and learning opportunities.
Review and develop own professional practice:
• Engage proactively with the school's performance development and review and supervision processes.
• Participate in, and take responsibility for, your continuing personal professional development.
• Take part in regular review of practice through attending:
• Attend and contribute to Staff Meetings: Wednesdays - 3:30 - 4:30.
• Attend Friday briefings - 8:30 - 8:45.
• Attend and contribute to the Daily debrief - 3:20 - 3:40.
Professional conduct:
• Contribute to the accurate and appropriate use and maintenance of up-to-date recording systems including those related to attendance, behaviour, progress and learning, etc.
• Demonstrate a critical understanding of strategies, processes and developments within SEND and reflect this understanding in daily practice.
• To be responsible for carrying out the appropriate duties set out in the Teachers' Pay and Conditions Document and teacher's Professional Standards as directed by the Head Teacher.
• Carry out any other duties appropriate to the level expected of a teacher.
• Take reasonable care of the health and safety of yourself, other persons and resources whilst at work.
• Cooperate with the leadership and management of the school as far as is necessary to enable the responsibilities placed upon it under the Health and Safety at Work Act to be performed e.g. operate safe working practices.
• You will be expected to carry out your duties in line with the Company's policies, procedures and relevant legislation. You will be made aware of these in your appointment letter, code of conduct, induction, ongoing performance management and development and through the Company's communications.
• As part of your wider duties and responsibilities you are required to promote and actively support the school's responsibilities towards safeguarding. Safeguarding is about keeping people safe and protecting people from harm, neglect, abuse and injury. It is about creating safe places, being vigilant and doing something about any concerns you might have. It isn't just about the very old and the very young, it is about everyone who may be vulnerable.
Reporting to the Principal/Deputy you will be responsible for:
• Delivery of teaching and learning to a small group of students with Autism, associated challenging behaviour and other learning difficulties, whilst demonstrating proven experience of delivering the national curriculum.
• You will be able to implement strategies for raising achievement and have knowledge of working with accreditation boards such as ASDAN and be committed to your further professional development.
• Helping young people with their learning.
• Supporting pupils to make progress against their EHCP targets.
• Safeguarding and protecting our pupils
• Raise attendance, attainment, and achievement.
• Working alongside our pupils and help support their learning and life skills.
Skills and Experience:
• Qualifications and Professional Development (Desirable)
• QTS/NQT or equivalent, or Level 3 Teaching Award
Skills and Abilities
• Ability to communicate effectively with a range of people both orally and in writing.
• Ability to think out of the box and adapt the learning for each pupil.
• Well organised and self-motivated
• Confident user of IT as a work tool
• Good interpersonal skills including ability to work effectively team of people and agencies.
• Ability to work collaboratively.
• Ability to demonstrate appropriate knowledge of:
• Current Disability/SEN theory and practice particularly linked to Autism.
• Safeguarding and child protection frameworks
• Relevant legal and scrutiny frameworks
• Inclusive approaches to raise attendance, attainment, and achievement.
Safeguarding Statement iMap Centre Limited is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults and expects all staff and volunteers to share this commitment. iMap - Individuals Making Autism Positive are an established support and education provider committed to increasing the participation of children and adults with autism in all aspects of living and learning. Through understanding we will empower each individual to achieve their aspirations. This position is exempt from the 'Rehabilitation of Offenders act 1974' and as such the successful candidate will be required to undertake an Enhanced/with child/adult barred/Disclosure via the Disclosure and Barring Service (DBS). iMap Centre is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults and expect all staff and volunteers to share this commitment. We are an Equal Opportunities Employer. We are proud to be a Disability Confident Employer. If there is anything we can do to assist you in applying or during the interview process, please let us know.


• Qualifications and Professional Development (Desirable)
• QTS/NQT or equivalent, or Level 3 Teaching Award
Skills and Abilities
• Ability to communicate effectively with a range of people both orally and in writing.
• Ability to think out of the box and adapt the learning for each pupil.
• Well organised and self-motivated
• Confident user of IT as a work tool
• Good interpersonal skills including ability to work effectively team of people and agencies.
• Ability to work collaboratively.
• Ability to demonstrate appropriate knowledge of:
• Current Disability/SEN theory and practice particularly linked to Autism.
• Safeguarding and child protection frameworks
• Relevant legal and scrutiny frameworks
• Inclusive approaches to raise attendance, attainment, and achievement.
  
  Fern House School and College is part of the iMap Centre group and is set within a beautiful rural Cheshire environment. The school provides high-quality, inclusive education for young people aged 7 to 19 with Autism, complex learning needs, communication challenges, and sensory integration needs. Operating with a low-arousal, structured learning environment, Fern House delivers a bespoke, person-centred curriculum tailored to individual needs, preferences and learning profiles.
The school's ethos is built on three core values: Understand, Empower, Aspire - guiding the curriculum, culture, and daily practice. Staff are trained in evidence-informed approaches associated with effective autism support, ensuring each learner receives highly personalised provision. The education, health, care, and therapy teams work in partnership, and we pride ourselves on having strong relationships in place with parents, carers and funders. This tried and tested approach ensures every iMap student reaches their optimum level of achievement., iMap - Individuals Making Autism Positive are an established support and education provider committed to increasing the participation of children and adults with autism in all aspects of living and learning. Through understanding we will empower each individual to achieve their aspirations. This position is exempt from the 'Rehabilitation of Offenders act 1974' and as such the successful candidate will be required to undertake an Enhanced/with child/adult barred/Disclosure via the Disclosure and Barring Service (DBS). iMap Centre is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults and expect all staff and volunteers to share this commitment. We are an Equal Opportunities Employer. We are proud to be a Disability Confident Employer. If there is anything we can do to assist you in applying or during the interview process, please let us know.