To be responsible for the learning and achievement of all students in the hub(s), ensuring equality of opportunity for all

To be responsible and accountable for achieving the highest possible standards in work and conduct

To treat students with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher's professional position

To work proactively and effectively in collaboration and partnership with learners, parents/carers, board members, other staff and external agencies in the best interests of students

To take responsibility for promoting and safeguarding the welfare of children and young people within the school

To deliver the curriculum as relevant to the needs, skills and starting points of the students

To be responsible for the preparation and development of teaching materials and teaching programmes as appropriate

To be accountable for the attainment, progress and outcomes of students in your care

To be able to use and evaluate distinctive teaching approaches to engage and support the students

To use an appropriate range of observation, assessment, monitoring and recording strategies as a basis for setting challenging learning objectives for students of all backgrounds, abilities and dispositions, monitoring learners' progress and levels of attainment

To make accurate and productive use of assessment to secure students' progress

To give students regular and appropriate feedback, either orally and/or through accurate marking, and encourage students to respond to the feedback, reflect on progress, their emerging needs and to take a responsible and conscientious attitude to their own study

To use relevant data to monitor progress, set targets, and plan subsequent lessons

To participate in arrangements for examinations and assessments

To work with hub staff and the wellbeing team to establish a safe, purposeful and stimulating environment for students, rooted in mutual respect and establish an appropriate framework for working with a range of strategies, using praise, sanctions and rewards consistently and fairly inline with foundation policy and values

To manage learning effectively, trying and using approaches which are appropriate to students' needs in order to inspire, motivate and challenge

To maintain good relationships with students, exercise appropriate authority, and act decisively when necessary

To be a positive role model and demonstrate consistently the positive attitudes, values and self-discipline which are expected of pupils

To support and strengthen the emotional wellbeing of all students to encourage independence and self-discipline

To participate in the performance management process, taking personal responsibility for identification of learning, development and training opportunities in discussion with line manager

To comply with individual responsibilities, in accordance with the role, for health & safety in the workplace

To ensure that all duties and services provided are in accordance with the Foundation's Equal Opportunities Policy

The Executive Board is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share in this commitment

The duties above are neither exclusive nor exhaustive and the post holder may be required by the Head of Foundation to carry out appropriate duties within the context of the job, skills and grade

ICT Literate - Essential

Maths and English - Essential

Evidence of having influenced the quality of learning, in present establishment - Desirable

Ability to work and plan as part of a team - Essential

Ability to use a range of classroom management and teaching strategies to engage pupils and promote progress - Essential

Skilled in the use of nurture and outdoor learning or able and committed to developing these skills in a short amount of time - Desirable

Understanding and knowledge of approaches to a variety of positive behaviour management - Essential

Ability to differentiate teaching to support all pupils and their SEN - Essential

Skills to work with pupils in escalation, and strategies help aid de-escalation - Essential

Recent experience of teaching/supporting the learning of children in the secondary phase - Essential

Experience of working with pupils who have social, emotional and mental health difficulties - Essential

Experience of topic based planning and assessment - Essential

Experience of nurture provision and outdoor learning - Desirable

Experience of planning and monitoring personal learning package - Desirable

Experience of implementing intervention strategies to support pupils - Essential

Experience of liaison and co-operation with other professional agencies - Desirable, Teaching qualification - Essential

G.C.S.E Maths, English at Grade C - Essential

SENCO qualification or qualification linked to working with children with SEN - Desirable

Commitment to continue professional development, evidence of recent INSET - Essential

Ability to work flexibly and co-operatively as a member of the school team - Essential

To be positive, sensitive, resilient, enthusiastic, trustworthy, respectful of confidentiality and promote a good image of the school in the wider community - Essential

Willing to participate in additional school activity, and involvement in the wider life of the school - Essential

Good organisational skills yet flexible and motivated in attitude to respond to the changing needs of the school - Essential

A commitment to the whole school philosophy and a desire to continually strive for improvement - Essential

Have a full driving license and a vehicle available for work purposes including the transportation of pupils - Essential

Willingness and ability to undertake Essex Steps training and work within "good practice" guidelines using a range of positive handling strategies, gradual and graded, involved in holding, guiding and escorting safety, from least intrusive to more restrictive holds - Essential

Willingness to undertake an enhanced Disclosure & Barring Service check and an Asylum & Immigration check. Please note that a conviction may not exclude candidates from appointment but will be considered as part of the recruitment process - Essential

Willingness to take on the core values of Omnia Foundation in every aspect of their work and develop a Thrive Approach to dealing with behaviour - Essential, Successful candidates will be expected to embrace the OMNIA FOUNDATION VALUES FRAMEWORK: OPEN-MINDED, MOTIVATED, NOBLE, INDEPENDENT, ACHIEVERS

Established in 2020 and having achieved successful status as an Independent Special School for Social, Emotional, Mental Health and Autism Spectrum Disorder, and rated as 'Good' by Ofsted in 2023, Omnia Foundation offers a unique experience for students with Special Educational Needs (SEN), for 12-16-year-old boys.