Phase Leader

What skills and experience we're looking for

Qualifications

Qualified Teacher Status.

An advanced qualification in the education of pupils with SEN (desirable, not essential).

A leadership qualification (NPQs or similar).

Experience

Significant experience of teaching pupils with complex needs (SLD, PMLD and/or ASD).

Significant experience overseeing other classes, with full accountability and responsibility for outcomes.

Significant experience of day-to-day operational responsibility for a phase or site containing several classes.

Significant experience of leading initiatives and innovations which have had whole-school impact.

Professional Skills

Proven ability to demonstrate outstanding classroom practice.

Evidence of innovative and creative work with staff at a whole phase / site level.

Evidence of successful multi-agency working leading to significantly improved outcomes for pupils and families.

Leadership and Management

Evidence of successful experience within a Leadership Team (middle or senior leadership)

Proven ability to support, challenge, develop and lead teams successfully.

Evidence of successful experience of delivering new initiatives and managing the change process.

Proven ability to develop other staff using a range of leadership styles and approaches.

Evidence of effective contribution to School Improvement Planning processes.

Evidence of effective contribution to school self-evaluation.

Evidence of high personal performance within a challenging environment.

Evidence of innovative and creative work with families.

Evidence of effective delegation to staff and effective follow-up to ensure tasks are completed well.

Evidence of holding others to account for performance and improved outcomes.

Knowledge

Knowledge and experience of recent curriculum and assessment developments for children with SEND.

Knowledge of child development as this pertains to effective teaching and learning.

Knowledge of evidence-based and innovative practice in the teaching of pupils with a range of complex needs.

Knowledge of how to provide effective pastoral support for pupils.

Knowledge of how to promote advocacy skills in children and young people with complex needs.

An interest in educational and leadership research.

Personal Skills

Proven ability to:

Generate enthusiasm for new ideas in both pupils and staff.

Inspire others with confidence.

Communicate effectively to groups and individuals, both within and outside the school.

Resolve conflict through empathy and emotional intelligence.

Demonstrate a flexible approach to a variety of issues and a willingness to listen to others.

Analyse situations, make the right decisions and implement realistic solutions.

Provide advice and guidance to families in a positive and clear manner.

Remain calm when working under pressure.

Philosophy

Alignment with the school’s values.

Commitment to the provision of the highest quality education for all pupils.

Evidence of understanding and commitment to Equality of Opportunity.

Respect for pupils’ individual differences and understanding of equity.

Commitment to working in partnership with families and the community to secure the best possible outcomes.

What the school offers its staff

Wellbeing support and professional development.

Commitment to safeguarding

Riverside School is committed to providing equality of opportunity and safeguarding and promoting the welfare of children and young people and we expect all staff to share this commitment.