SALARY RANGE: £22,000-£24,000, depending on experience
HOURS: 37.5 hours per week term term plus INSET days
ACCOUNTABLE TO: Headteacher, Behaviour Analyst
LOCATION: Pathways School, All Saints Parish Church, Shrewsbury Avenue, Harrow HA3 9LX
PROBATIONARY PERIOD: Two terms
HOLIDAY: The school year for staff us 195 days term time. All school closures are non-working days unless directed by the Headteacher.
SICK PAY: Full pay whilst unable to work due to sickness as follows: 0 days in probationary period 6 days for the remainder of the first year and thereafter. Staff are entitled to Statutory Sick Pay for long-term illness. Salary payments for periods of sickness beyond this in a 52-week period are at the discretion of Pathways School.
OTHER BENEFITS: Pension: 5 or 8% matched contributions after 3 months in post, loans for Season Tickets / Bike purchase
For More Information Please Email: [email protected]
For an informal conversation about the role and our school call the Headteacher on: 0208 054 4540
APPLICATION FORM: Click Here
Pathways School is committed to creating a diverse workforce. We’ll consider all qualified applicants for employment without regard to sex, race, religion, belief, sexual orientation, gender reassignment, pregnancy, maternity, age, disability, marriage or civil partnership.
OVERVIEW:
Established by education charity Positive Behaviour Support for Learning, Pathways School opened in September 2022. The school and charity are dedicated to transforming the lives of vulnerable children and young people living with autism and learning disabilities.
Pathways School is based on the principles of Positive Behaviour Support (PBS) and Applied Behaviour Analysis (ABA). We believe every individual has the potential to learn and should be free of behaviours and activities that cause injury, pain or stress, or limit opportunities to access learning and community involvement. We will teach functional communication skills that will lead to rewarding personal relationships, well-being, self-determined daily activities, and vocational productivity, where possible. We recognise that parents/carers are the child’s first educators and that their knowledge and expertise about their child is of paramount importance. We believe that links between home, school and external support networks are crucial to fully support the over-all development of a learner.
The main focus of the curriculum is the teaching of communication skills, essential living skills, and the reduction of challenging behaviours in order to increase independence. The reason for establishing a secondary school is to provide specialist support infrastructure that addresses the specific needs of adolescents across multiple complex domains and environments. This has been identified as an important need, as support services are more likely to breakdown as children enter into adolescence, with the consequence of being moved into residential facilities. A secondary school catering to the specific needs of this age group will ensure that teaching is differentiated, and targets are selected based on individual needs of each student The intervention programmes and teaching methodologies will be derived from evidence-based practices for this particular age group
Pathways School is not just a school, but a dynamic platform for community-wide capacity building and empowerment. Committed to the belief that learning does not take place only within a school, our students will learn functional living skills in real life situations. The community will be engaged to help our pupils learn and integrate. The participation of the community will also help gain a deeper understanding of the challenges faced by people with disabilities and help move towards a more inclusive and supportive society. We have developed an innovative model of delivering education that relies on scientifically proven teaching practices combined with community wide engagement and skill building.
JOB PURPOSE:
- To work with the team of ABA Tutors to plan and provide support for young people with autism and learning disabilities, using the principles of Applied Behaviour Analysis, and within the framework of Positive Behaviour Support.
- To support the Behaviour Analysts and Teachers in ensuring that assessments and curriculum delivery are carried out effectively in a safe school environment.
RESPONSIBILITIES:
- To work as part of a classroom team providing ABA instruction to children with autism and related communication disorders on an individual basis, in pairs or in small groups.
- To analyse students’ behaviour to allow for a function of the behaviour to be identified and to deal with the behaviour where appropriate in a calm and professional manner and in accordance with individual pupil behaviour plans, risk assessments and school policy. This may include the use of positive handling techniques.
- To develop an understanding of assessments used within the school that track pupil progress and development of Individual Education Plans (EfL, ABLLS, VBMAPP, AFLS, Engagement Model).
- To ensure that individual and class timetables are always adhered to.
- To be flexible and willing to follow any variations in staff timetabling and pupil cover – including last minute changes implemented by the Headteacher when necessary.
- To collect and record clear and accurate data on all programmes, including accurate analysis and recording of sequence analysis data (Antecedent-Behaviour-Consequence).
- To provide intimate care (e.g., toileting, nappy changing, medication and support with feeding) for children within the school as required.
- To supervise indoor/outdoor playtime for all children on a rota basis.
- To supervise and support children on activities and trips outside of the school, including swimming.
- To be responsible for the safeguarding and health and safety of students, including the maintaining of a safe environment, following, and implementing relevant policies and risk assessments as appropriate.
- To reflect on the emerging data to track daily and weekly progress accurately.
- To monitor and maintain your student’s records,and ensure they are kept up to date and ready for any cover that may be needed.
- To ensure the production, organisation and maintenance of curricular and teaching materials are age appropriate, functional, and relevant to your learner.
- To inform the Behaviour Analyst of 2-week flatlines on programmes within your data so that progress can be monitored, and teaching procedures amended where applicable.
- To complete the home-school book daily in accordance with relevant school policy and ensure good home-school communication.
- To record incidents and pastoral or safeguarding notes on the school MIS
- To actively participate in staff meetings, training, and performance competencies on a regular basis
- To undertake appropriate professional development on a range of relevant issues as agreed by the school management. To play an active role in own training and progression in understanding and ability to apply the principles and procedures of PBS and ABA.
- Safeguarding the security, safety, and wellbeing of students always during school hours, in school and out in the community reporting any concerns in accordance with the Safeguarding and Child Protection Policy
- To monitor general health and safety within the classroom, rectifying any concerns or reporting to Headteacher as needed
- To understand, adhere to and actively always implement all the policies and procedures of the school
- To develop knowledge of autistic spectrum disorders including the effect upon individuals and families and to demonstrate a thorough knowledge of PBS and ABA procedures and practice
- To undertake additional tasks as directed by the Headteacher or Behaviour Analyst.
- To operate and comply with the provisions of the Data Protection Act 2018 and relevant Pathways School policies during undertaking the role.
- To plan and lead occasional group activities
- To ensure that accurate and appropriate data is collected, summed and graphed.
To support training both directly and indirectly through modelling good teaching and practice.