Teacher of PSHE – Bishopton School

Tees Valley Collaborative Trust, based in the North East of England, is a well established organisation with social inclusion, educational excellence and widening participation at the heart of its values. www.tvc.ac.uk

At the Bishopton School site, we are seeking to appoint two inspirational teachers who have a passion for teaching a range of core curriculum subjects for pupils predominantly in the 11 – 14 age range.

Bishopton PRU is a good school which educates and supports children in KS3 and KS4, of Stockton-on-Tees Local Authority.

We are now on an exciting journey to be an outstanding school, with a clear strategic vision for moving forward.

We have high academic aspirations for every student and focus on addressing their social, emotional and mental health needs. At the heart of all we do, is a belief that relationships (with students, staff, parents/carers and other agencies) matter.

Are you someone who can help shape our future? Do you believe in educating the ‘whole’ child and ensuring all their needs are met? Have you got the belief that every child can achieve? If so, you may be the person for this role.

The successful candidate will:

• Lead on the development, implementation and evaluation of a PSHE curriculum for the 11-16 year old age range

• Monitor and evaluate the development of learning and teaching strategies for students with challenging behaviour and SEN, ensuring you recognise and fulfil your statutory responsibilities to pupils with SEN and understand the importance of taking ownership of additional provision and the progress children (with SEN) make in their class/teaching group.
• Disseminate good practice in challenging behaviour and SEN across the school.
• Identify resources needed to meet the needs of pupils with challenging behaviour and SEN and advise the Head of Centre of priorities for expenditure.

• Update the Head of School and Governors on the effectiveness of PSHE studies for pupils with challenging behaviour and SEND.

• Develop and implement baseline assessments to ascertain starting points, progress and distance travelled, by using a tracking and monitoring system.

• Ensure pupils learning is monitored regularly and impact is assessed and progress can be evidenced.