www.eteach.com

 

January 2016
Thank you for your interest in the post of Special Needs Welfare Practitioner.
Haywood Academy is one of the highest performing schools in the West Midlands and a national top
performing non-selective secondary school.
A large part of our success is attributed to the creation of a people centred culture of care and support.
We make staff development a high priority and have an excellent record for helping good teachers gain
promotion and pass through the performance thresholds. The Academy prides itself for being at the
forefront of educational developments and it is at an exciting time in its journey. We have recently opened
a Sixth Form in September 2015, are a sponsor for other schools and are part of a Multi Academy Trust.
Haywood Academy has outstanding facilities including a state-of the art ‘4D’ cinema, a brand new sports
hall, ultramodern music and art rooms, industry standard ICT across the school, a new technology block
and a suite of science laboratories.
It would be helpful if your letter in support of your application is no more than 2 sides of A4. If you wish,
you may submit a CV with your application but not instead of it.
Please forward your completed application to Marie Faichney, HR lead, at the school or by email to:
[email protected] If you have not heard from us by 16th October your application will
have been unsuccessful.

Yours sincerely

Dilesh Parmar
Head of School
Encs

 
 

ETHOS
We are a warm, enthusiastic academy with outstanding pastoral care guidance and support that believes
education is about exploring ideas, meeting challenges and aiming higher. Our co-operative values are
the bedrock of all we do at the Academy and so are guided by the values of social responsibility, equity,
equality, solidarity, democracy, openness, honesty and caring for others. We ensure that all our students
have the opportunity to fulfil their potential and achieve their goals. As well as leaving Haywood
academically and vocationally well qualified, students will aspire to be responsible and confident global
citizens, who can care about the world in which they live. They will be citizens of the future who in their
own words are “equally different and equally likely to succeed”.

BACKGROUND
We are a popular, over-subscribed 11 – 18 mixed Academy and Sixth Form Academy serving principally
Burslem and parts of Tunstall in the north-eastern area of the City of Stoke-on-Trent. We meet regularly
with partner primary schools, although our intake comes from 20 different schools. We currently have
1020 students on roll from a wide range of housing and socio-economic conditions, including some of the
most deprived areas of Stoke on Trent. We cater for the Able and Talented, those from different minority
ethnic backgrounds (22%) and those with special educational needs (24%). 23% of our students have free
school meals.

Haywood Academy is the founder member of the City Learning Trust, a Multi Academy Trust, which
encompasses nine Academies across the age range of 3-19. We aim to create a world-class education
system across our community of schools.

Our students love the opportunity to engage in our Excellence Academy, a unique education partnership
between Haywood Academy, Cambridge, Oxford, Keele and Staffordshire Universities. Excellence
Academy students take part in extra enrichment activities and extra classes with opportunities to visit and
learn at university campuses. We will develop further these links in order to position students in the best
place to excel in their onward education.

FACILITES
Haywood Academy has outstanding facilities including a new science area, a redesigned engineering
building, music, drama, English, maths and humanities areas. We also have a new sports hall,
technology block and a unique visionary learning tower designed by our students and the BSF programme
which has further enhanced our already extensive ICT resources.

STANDARDS AND ACHIEVEMENT
In January 2014, OFSTED rated the school as “good” in all areas and on the ‘cusp’ of outstanding in
some, saying that “Teaching is consistently good with some which is outstanding.” “The continual focus on
improving teaching and learning through coaching, mentoring and sharing good practice is leading to
better achievement for all students”. We continue to concentrate our staff training on improving teaching
and learning. A large part of our success has been attributed to the creation of a people centred culture of
care and support. We work with local primary schools, the local community and businesses to raise our
standards of achievement and to help re-vitalise the local economy by producing more young people
wishing to pursue careers as varied as law, teaching, construction, the caring services and engineering.

 
 

We are proud to say that in 2015, we were the only school in the country to win two national awards from
the Department for Education, the regional pupil premium award and the regional character education
award. We also have Arts mark Gold and Sports mark Gold awards which recognise the quality and
variety of work in our PE, art, music, dance and drama.

We run our own orchestra and perform our own musicals and concerts annually. We are equally proud of
our Gold Cultural Diversity and Gold International Schools Awards.

We believe we have a caring community of individuals working in a purposeful and orderly atmosphere.
This allows us to maintain a strong culture of learning and to continue to offer an interesting and enjoyable
experience for students and staff alike.

Dilesh Parmar
Head of School

 
 

2015-2016 Teaching and Learning Priorities:

T&L theme – to foster wonder and curiosity in everything we do to create vivid learning.

Feedback
Develop questioning and marking for improvement and progress by:
• consistent and effective use of STEP marking which leads to high quality green pen feedback
from students.
• using questioning to check learning and progress and promote higher order thinking.
• consistent use of marking for literacy.

Autonomy
Develop students to be autonomous learners who are:
• self-reliant and self-supporting.
• resilient, determined and independent.
• responsible citizens who can make their own decisions.

Challenge
Develop high expectations and quality student relationships by:
• using success criteria that are levelled/graded in every lesson.
• consistently using progress tracking and data to inform teaching and learning to motivate
students.
• differentiating to ensure challenge for all.
• using writing frames to improve extended writing by students.

Engagement
Enthuse, engage and motivate students to learn by:
• consistent use of co-operative learning in lessons to encourage collaboration.
• consistent use of visible learning strategies in lessons.
• consistent use of the rewards system to recognise progress and foster positive behaviour for
learning.
• The celebration of students work and ensuring a stimulating and clean learning environment.

 
 

Special Needs Welfare Practitioner

To join a large, successful and innovative team, it would be beneficial for the candidate to have
experience in supporting students with Special Educational Needs and disabilities.

This post is subject to the Rehabilitation of Offenders Act 1974 (Exceptions) Amendment Order 1986 and,
as such, it will be necessary for a Submission for Disclosure to be made to the Criminal Records Bureau
to check for any previous criminal convictions.

APPOINTMENT PROCEDURE

Closing Date: 20.01.16
Shortlist: 21.01.16
Interview:

DRAFT INTERVIEW PROCEDURE

8.15 Meet Head of School
8.35 – 8.45 Staff Briefing
8.45 – 12.00 Teaching, tour of school, meet department and students
12.00 – 2.00 Formal Interviews (Panel: Head of School, Learning Support Manager, HR, School
Governor).
2.00 – 3.00 Decision & Debriefing

N. B. Our pay policy states that salaries will be based upon academic qualifications and previous
teaching experience. There will be no negotiations about salaries.

All teaching staff are subject to the conditions of service outlined in the current pay and conditions
document. As appropriate to their status, each member of staff is also required to carry out such
particular duties as the Headteacher may reasonably direct from time to time.

All teaching staff are expected to contribute to the pastoral welfare of students. For the greater part, this
will be through the role of form tutor, or as a member of a House team. Each of the specialist staff will
have a specific contribution to make to the organisation and welfare of the Department, which will be
mutually agreed and which is subject to renegotiation at any time according to departmental and personal
need. Personal timetables will reflect whole school need, and may, by negotiation, include assigned time
to class teaching or support in other subject areas.

The SEN Department

 
 

We are a large flourishing department always looking to secure outstanding progress. We are situated in
the heart of the school and we see mutual support and teamwork as being essential to the wellbeing of
the department. A friendly, supportive and stable department for many years, the SEN team is committed
and relentless in its strive for excellence.

PERSONNEL

KAREN BALL LEARNING SUPPORT
LIAM BARLOW KB Special Needs Welfare Practitioner
ANNETTE BARNETT LXB Special Needs Welfare Practitioner
KAYLEIGH GOODWIN AB Senior Teaching Assistant
DENA HAMMERSLEY KG Special Needs Welfare Practitioner
RUSSELL HAMMERSLEY DH Teaching Assistant
KATE HANBURY RMH Special Needs Welfare Practitioner
RUSSELL HAWLEY KSH Special Needs Welfare Practitioner
RH Special Needs Welfare Practitioner
CLAIRE JARRETT
SARAH JOHNSON CJ Special Needs Welfare Practitioner
LARISSA JONES SLJ Special Needs Welfare Practitioner
SAM KALUZA LEJ Special Needs Welfare Practitioner
NATHAN LEGG SK Special Needs Welfare Practitioner
DAVID LINNANE NL Learning Support Manager
KEITH LITTLE DL Special Needs Welfare Practitioner
TRACEY LOCKETT KL Special Needs Welfare Practitioner
NIKKI LOWE TL Special Needs Welfare Practitioner
BELINDA MALPASS NLX Special Needs Welfare Practitioner
SACHA MCGORIE BM Assistant Learning Support Manager
ZOE MELLOR SM Special Needs Welfare Practitioner
BRIAN PACE ZM Special Needs Welfare Practitioner
HANNAH PARKER BWP Special Needs Welfare Practitioner
SARA PASS HCP Special Needs Welfare Practitioner
NAZIR QURESHI SJP Special Needs Welfare Practitioner
JULIE RUTTER NFG Bilingual Support Assistant
KELLY SIMPSON JR Senior Teaching Assistant
ANDREA WEIR KS Special Needs Welfare Practitioner
AW Special Needs Welfare Practitioner

 
 

DESIGNATION: SPECIAL NEEDS WELFARE PRACTITIONER
POST RESPONSIBLE TO: (Formerly Personal Welfare Assistant)
POST GRADE
HEAD TEACHER, LEARNING SUPPORT MANAGER &
SENCO.

PERSONAL WELFARE ASSISTANT GRADE
OR UNQUALIFIED PERSONAL WELFARE ASSISTANT
GRADE

PURPOSE OF THE POST

DUTIES:

Under the direction of the Headteacher:

1. To contribute to the delivery and adaptation of the curriculum for students with Special
Educational, Physical, Emotional, Social and Developmental needs.

2. To implement the agreed targets for students and meeting the needs of the SEN Statement.

3. To contribute to the creating of a differentiated, stimulating, safe environment, through classroom
organisation and by raising aspirations and achievement levels.

4. To contribute to the assessment of students, particularly for those in your particular group/class
through observations, records and discussions with other Special Needs Practitioners, Teachers,
and Learning Support Manager.

5. To support the maintenance of positive links between home and school.

6. To maintain a safe environment for children, staff and visitors as far as it is possible and
practicable and assist with integration arrangements as appropriate.

7. To liaise with outside agencies as directed, e.g. Welfare Officers, Psychologists, and Social Care.

8. To support the teacher in managing the behaviour of the students.

♦ This post is for one to one or for group support.

♦ To be a qualified NNEB or hold other appropriate qualifications, (NNEB, BTEC, NVQ III, LSA01).