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Resource Base Teacher (SENSS) OCC9886

Job Details:

Salary Range: MPS or UPS + SEN allowance

Work Location: Fitzharrys School, Abingdon

Hours per week: 19.5

Contract type: Permanent

Closing date: Tuesday 23rd April 2019

Interview date: Week commencing 29th April 2019

Advert Text:

This is an exciting opportunity join the Communication and Interaction Support Service in Oxfordshire.


This centrally managed, inclusion focussed service delivers advisory support to pupils with Communication and Interaction needs in mainstream settings across the county; leads on in-service training in the field of ASC/SLCN for the Local Authority and operates a number of specialist resource bases (total roll 90) attached to primary and secondary mainstream schools.


The post of Resource Base Teacher offers an opportunity for a highly skilled teacher to join a well-established team working with pupils with Speech Language and Communication Needs and Autism Spectrum Conditions. You will work closely with a small base team, under the guidance of a Lead teacher, and with mainstream teachers and the host school. The role focusses on supporting the full inclusion of children with C&I needs in the academic and social life of the host school.


We are looking for an outstanding teacher with a passion for inclusive education. You will have significant experience in both mainstream and SEN posts, a solid grasp of the impact of C&I needs on learning and exceptional communication skills. A positive, solution focussed and enthusiastic approach is essential.


The successful candidate will be deployed initially at Fitzharrys School in Abingdon, although the appointment is to the service, so it is possible that they may also be asked to work in any C&I bases countywide, in response to changing operational requirements.

Job Purpose:

  • To teach students in the Resource Base
  • In consultation with the Lead Teacher, to work in partnership with the host school to promote the full inclusion, attainment and achievement of the pupils in the C&IRB, through a whole school approach
  • In consultation with the Lead Teacher and the host school, to provide day to day oversight of the work of support staff allocated to the base, in order to respond appropriately the support needs of the students, including supporting the performance management of the teaching assistants

Role Responsibilities:

Teaching Responsibilities

  • To devise and implement individual education programmes, in collaboration with mainstream class teachers, to ensure access to the National Curriculum, appropriately differentiated to meet SEN
  • To plan, track and evaluate appropriate specialist interventions to meet the identified needs of pupils in the base, and the host school as appropriate, adapting these to meet changing needs
  • To make provision for the social and personal development of students in the base fostering inclusion and independence at every opportunity
  • To maintain high expectations for behaviour and engagement and support students to develop positive and appropriate behaviour through positive behaviour support planning and management
    • Occasionally, and only in line with agreed behaviour management plans, and subject to appropriate training, the post holder may be required to physically intervene to ensure the safe management of behaviour incidents
  • To maintain a stimulating learning environment, suitably adapted to the needs of the students in such a way as to promote engagement and achievement
  • To keep accurate and up to date records of pupil progress in line with host school systems for recording and reporting to parents
  • Working within host school systems, to liaise with parents in relation to the special needs of their child, to promote consistent approaches between home and school
  • To compile reports, for Progress Reviews and Annual Reviews, as required and convene and attend review meetings, in consultation with the host school
  • To promote the continuous improvement of teaching and learning through engaging with both host School and SENSS monitoring and quality assurance processes, including observation schedules, learning walks and preparation for Ofsted
  • To identify the specialist equipment needs of base students, ensure appropriate use and maintenance of and equipment required
  • To support positive and effective transitions at all stages of education


Working in Partnership with the Host School

  • To communicate effectively with key host school colleagues to promote positive collaboration and partnership in all aspects of the base/school partnership
  • To support systems form informing school staff about the strengths, learning styles and needs of base students, and of appropriate strategies to meet these
  • In consultation with the Lead Teacher, to promote the base as a specialist resource for the host school, by offering a range of support including:
  • Inclusion of host school pupils in base interventions/activities as appropriate
  • Staff training and specialist CPD opportunities
  • Awareness raising activities for peers and new staff
  • Peer support interventions
  • To follow Host School policies and procedures in relation to Resource Base students, integrating these with SENSS and Local Authority processes as appropriate


Oversight of Support Staff

  • To provide professional guidance to the staff team employed in the base, maintaining a positive ethos, and encouraging all staff to aspire to the highest standards of service delivery
  • In consultation with the Lead Teacher, to plan for the day today deployment of the staff team, including:
    • timetabling and allocation of key working responsibilities
    • delegating tasks across the team
    • prioritising the support needs of students
  • To communicate effectively within the base team through team meetings and briefings to ensure that staff are fully informed and effective
  • To liaise closely with the Lead teacher and other Base Teachers:
    • to ensure consistency
    • to facilitate the flexible and equitable deployment of staff across sites
    • to promote successful and seamless transitions
  • In consultation with the Lead Teacher and SENSS managers, to comply with and promote the efficient use of LA HR processes such as:
    • recording sickness and absence and promoting good attendance at work
    • the performance management of support staff
Other Duties
  • To maintain and continuously update personal, professional skills and knowledge including a) Specialist knowledge around the full spectrum of Communication and Interaction needs and b) Mainstream initiatives and developments, through participating in appropriate performance management, CPD and engagement with the wider specialist steam
  • To liaise with other professionals and support services to ensure that the SEN of children in the base are met in a holistic and integrated way. This will combine both integrated provision for individual children and planning for multi-agency working across the base and host school
  • To seek opportunities to develop the base as a centre of excellence and a training resource for professionals in the partnership and wider locality
  • To undertake other such appropriate tasks as may be requested by the SENSS Manager, Director of Children, Education and Families or his/her representative


In addition – the post holder will

  • Promote a positive and pro-active health and safety culture
  • Ensure health and safety is given a high priority and is an integral part of the way the base operates
  • Undertake necessary health and safety training as requested by the Lead Teacher/SENSS Managers
  • Comply with and implement the requirements of the Council’s health and safety policies and procedures
  • Ensure risk assessments in accordance with Council procedures are undertaken to reduce risks to a level that is as low as is reasonably practicable. This must consider hazards to both employees, students and others who use our services
  • Work within host school local working arrangements, safe working practices, guidance etc. to support risk assessment. This includes the planning of work as well as the assurance that staff are adequately informed, instructed, trained and supervised

Essential Criteria:

Educational achievements, Qualifications, Training and Knowledge

  • Qualified Teacher Status
  • Sound and up to date knowledge of specialist approaches to support children with Communication and Interaction needs including ASC and SLCN
  • Recent and relevant training mainstream initiatives and developments including the National Curriculum
  • An up-to-date knowledge of current, national education legislation and developments and the implications of these in the Resource Base context
  • A commitment to on-going career development



  • Teaching experience in one or more Key Stages, including experience in a Mainstream Environment
  • Experience in delivering specialist interventions to support children with C&I needs
  • Experience teaching children with Communication and Interaction needs
  • Experience as a Specialist Teacher, ideally in a resource base setting or in an advisory capacity


Job related aptitiude and skills

  • An enthusiastic approach to teaching
  • A demonstrable commitment to inclusive approaches to meeting SEN
  • Exceptional communication skills including written and verbal communication, and the ability to communicate complex information succinctly and efficiently to a range of audiences
  • The ability to motivate and encourage colleagues
  • Good organisational skills, including the ability to prioritise a range of functions and work efficiently under pressure
  • Proficient ICT skills


Personal qualities

  • Optimistic, enthusiastic, buoyant, and resilient
  • Solution focussed
  • An excellent communicator and listener, both supportive and challenging towards team colleagues, teachers and other support staff
  • Hard working and conscientious, able to meet agreed deadlines


Special requirements

  • Ability to travel for work purposes to attend meetings and reviews as required
  • Commitment to, and understanding of, the principles of Equal Opportunities for all, in employment and the delivery of services


Desirable Criteria:

Educational achievements, Qualifications, Training and Knowledge:

  • An accredited post graduate qualification in the education of children with Autism, SLCN or Communication and Interaction Needs
  • Evidence of recent training, CPD and involvement in school based development initiatives
  • Recent responsibility for curriculum development in either N/C or in specialist SEN context
  • Additional specialist training in an area relevant to the post of Resource Base Teacher



  • Experience of undertaking successful Performance Management with staff
  • Extensive experience as either a Resource Base Teacher or a Specialist Advisory Teacher
  • Evidence of highly successful working practice e.g. Ofsted reports or internal audits and reviews


Job related aptitude and skills:

  • Recognition via School Ofsted reports with relation to approaches to teaching and learning specific to students with ASC
  • Experience of working as a member of a team
  • Additional training and development in organisational skills
  • Good ICT skills

Vetting Requirements:

This post is subject to a Criminal Records Check.

Please note, references will be sought prior to interview.

Contact details for an informal discussion:

Please contact Alison Blaylock on 07785 762364.


Our Organisation is committed to safeguarding and promoting the welfare of children, young people and adults. We expect all employees, workers and volunteers to share this commitment. We will ensure that all our recruitment and selection practices reflect this commitment.

As a Disability Confident employer we guarantee an interview for disabled applicants who meet the essential criteria for the job. We also guarantee interviews to care leavers who have completed further education and who meet the essential criteria for the job. For those leaving care without any further education we guarantee an interview for our apprenticeships. 

All posts, unless stated otherwise, are open to flexible working arrangements.

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