Pupils who attend Gwenllian Education Centre have a diagnosis of Autism. Many pupils have struggled to cope in maintained mainstream and/or special schools. In many cases, the extent of their autism has impacted on their wellbeing and their ability to learn in many environments, however, pupils manage well in a smaller independent school setting.
One of the key principles of the school is that unless specialist strategies are pupil in place, pupils will not be able to learn effectively. The school therefore places a strong focus on supporting pupils and their families, while making sure that they are challenged to achieve the very best they can.
Our school curriculum and philosophy is based on the principles of Applied Behaviour Analysis (ABA).
Work with all staff to:
- maintain a caring environment where there are agreed standards of behaviour, recognition of pupils’ needs and an effective support structure for all pupils
- ensure that pupils are always engaged in safe and healthy educational activities, which motivate them to learn and challenge them to achieve to the best of their ability
- ensure that pupils receive the support they need to help them achieve their life goals
- ensure that there is a productive and stimulating learning environment for all pupils
- foster and maintain high staff morale and motivation through leading by example
- ensure that the social, emotional and behavioural needs of all learners are fully addressed through effective partnership working with outside agencies and families
- promote and support high levels of attendance and encourage high levels of engagement and low levels of exclusion from education
- ensure that the knowledge and implementation of safeguarding policies and procedures within the school are secure
- Contribute to an ethos in which individuals are valued, personal endeavour and responsibility are nurtured, and mutual respect is afforded to all involved.
- Work with all staff to ensure a clear sense of purpose, high professional standards, positive values and strong leadership.
Specific duties as a teacher
- Set high expectations which inspire, motivate and challenge pupils
- establish a safe and stimulating environment for pupils, rooted in mutual respect
- set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
- demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.
- Promote good progress and outcomes by pupils
- be accountable for pupils’ attainment, progress and outcomes
- be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these
- guide pupils to reflect on the progress they have made and their emerging needs
- demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
- encourage pupils to take a responsible and conscientious attitude to their own work and study.
Demonstrate good subject and curriculum knowledge
- have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject,
- demonstrate a critical understanding of developments in the subject and curriculum areas
- demonstrate an understanding of and take responsibility for promoting high standards of literacy, numeracy, digital competence and other relevant skills
Plan and teach well-structured lessons
- impart knowledge and develop understanding through effective use of lesson time
- promote a love of learning and children’s intellectual curiosity
- reflect systematically on the effectiveness of lessons and approaches to teaching
- contribute to the design and provision of an engaging curriculum within the relevant subject area(s)/key stages.
Adapt teaching to respond to the strengths and needs of all pupils
- know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
- have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
- demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development
- have a clear understanding of the needs of all pupils; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.
Manage behaviour effectively to ensure a good and safe learning environment
- have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy
- have high expectations of behaviour, and promote good behaviour through a range of strategies, using praise, sanctions and rewards consistently and fairly
- manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them
Gwenllian Education Centre is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults and expects all staff and volunteers to share this commitment.We particularly welcome applications from under represented groups including ethnicity, gender, transgender, age, disability, sexual orientation or religion.