Teacher

The Role

Harry Watts Academy is a specialist free school in Sunderland opened in September 2020 for autistic pupils aged between five and sixteen years. We pride ourselves on having a shared belief that all children have a right to the best education that can be provided and a learning and working environment where all are respected, valued and achievements celebrated.

Harry Watts Academy is a split site school, with locations in both Sunderland (Redhouse) and Washington (Harraton). Currently, our Engage and Explore pathways are based at Redhouse and our Discover pathway is based at Harraton. You will therefore be willing to support the teaching and learning of pupils on any of our three pathways on either of our sites.

Due to the expansion of the school we require an experienced SEN teacher to join the team, to be part of the continued success, both now and into the future. We are looking for a teacher who will ensure the vision, values and ethos of Prosper Learning Trust are at the core of their practice, whilst having high standards of achievement for all of our pupils. Our pupils are all completely unique and utterly amazing, therefore a good understanding of the Engagement Model up to the lower national curriculum is required, along with a good understanding of Autism. All teachers do have subject co-ordinator responsibilities; therefore please state your particular curriculum strengths in your application.

 

The successful candidate will be an experienced class teacher with preferred experience in a similar role.

 

We are looking for an outstanding candidate who will:

 

·        Be forward thinking, positive and ambitious in everything they do

·        Have the highest of expectations for all our pupils and a relentless focus on safeguarding

·        Build strong, positive relationships with all stakeholders

·        Have a passion for teaching and learning, and improving outcomes for pupils with SEND, in particular autism.

Please note, as we require an experienced teacher, this role is not suitable for Early Career Teachers (ECT’s). 

 

To learn more about Harry Watts Academy and Prosper Learning Trust, please visit www.prosperlearningtrust.co.uk

Prosper Learning Trust was established in January 2018 with Newcastle Bridges School and Mary Astell Academy. Thomas Bewick School joined in 2019, Harry Watts opened in September 2020 and Gilbert Ward Academy opened in September 2023. We are striving to further build collaboration across the schools and grow as a Multi Academy Trust, whilst continuing to strengthen our relationships with schools outside the MAT for the benefit of our pupils.

The successful candidate will be deployed initially at Harry Watts Academy but will be expected to work at any Prosper Learning Trust site should the need arise.

The Trust is proud to say that we match the Real Living Wage and we also offer successful candidates:

·        A friendly and supportive team of staff who are willing to share expertise and learn from one another

·        Opportunities for career development and support with development through Trust wide CPD programmes

·        Access to an Employee Assistance Programme and support from the Trust's Wellbeing Network Group

·        Access to either Teacher's Pension or Local Government Pension Scheme

Full details can be found on https://www.prosperlearningtrust.co.uk/121/why-work-for-us

Please note that all successful candidates will be required to complete an online pre-employment medical questionnaire.

Benefits

Other
SEN Allowance	£2,539

Qualifications

Qualification Title	Grade
DFE recognised teaching qualification and QTS or equivalent		Essential

Skills

Abilities, Skills and Knowledge
Excellent Classroom Practitioner	Essential
Ability to manage change and meet competing deadlines	Essential
High expectations of pupil achievement.	Essential
Can relate well to all groups listed in Job Description	Essential
Very good verbal and written communication skills	Essential
Clear vision of how the subject leader role can be used to ensure pupil progression and effective delivery of the subject throughout the school	Essential
Clear understanding of subject leader role (if not an NQT)	Essential
Knowledge and understanding of pupils with a wide range of moderate and complex educational needs	Essential
Can teach other subjects or general subjects appropriate to the curriculum for pupils with learning difficulties	Desirable
Excellent understanding of core subjects and how they can be taught to pupils with learning difficulties	Essential
Personal Attributes
Ability to form and maintain appropriate relationships and personal boundaries with children and young people	Essential
Willingness to ask for advice and support where necessary	Essential
Embraces change and overcomes resistance to change in others	Essential
Clean driving licence	Desirable
Willing to take part in out-of-school activities	Essential
Newcastle mini-bus test	Desirable
Ability to make difficult decisions based on putting the pupils first	Essential
Exceptional role model with the highest standards of integrity	Essential
Calm, confident and professional manner	Desirable
Relevant Skills
Sound understanding of assessment, recording and reporting processes	Essential
Special Requirements
Cleared to work with children	Essential
Prepared to respond positively to professional development opportunities offered by the school	Essential
Desirable - Teachers
Understands the framework for inspection of schools	Desirable
Qualifications
Further professional development in autism-specific teaching strategies and interventions	Desirable
DFE recognised teaching qualification and QTS or equivalent	Essential
Experience
Has taught pupils with autism	Desirable
Has considerable experience of teaching pupils with learning difficulties Has taught pupils with severe learning difficulties	Desirable
Has experience of teaching others or general subjects to pupils with learning difficulties	Desirable
Has made significant contribution to teaching in their present school / or been recognised as a very good teacher in training	Essential