At TVEd, we are committed for fostering career growth and providing our staff with high-quality training and CPD. We recognise the importance of retaining key team members and ensuring that everyone is aware of the various advancement opportunities within our organisation. We understand that circumstances can change, and individuals may seek to adjust their level or responsibility accordingly.
If you are interested in exploring further career progression or making changes to your current role, we encourage you to discuss your aspirations with your line manager or headteacher. They will be able to provide guidance and explore the options available to you within your Academy and /or the wider Trust. NB. Staffing structures will vary in each Academy therefore not all Academies will have each of the job roles below.
An apprenticeship is a real job that enables individuals to earn while they learn, gaining valuable knowledge, skills and behaviours tailored to a specific job role. This is an excellent way to enter the world of work, or for people who are re-training and wish to gain other valuable experiences.
Employers who hire an apprentice invest in the future by bringing in talent that fits their business needs. Apprentices, like any other employees, have some employment protections.
Key points:
An apprenticeship includes:
Apprenticeships at TVED
Currently, we offer apprenticeships in Admin and Business support roles and some care and teaching assistant roles, but we are looking at ways we can work with training providers to expand this offer. Please contact TVED Central Team for further details.
BRIEF OVERVIEW OF ROLE
To work under the instruction/guidance of teaching/senior staff to undertake work/care/support programmes, to enable access to learning for pupils and to assist the teacher in the management of pupils and the classroom. Work may be carried out in the classroom or outside the main teaching area. This could include 1:1 work supporting children with additional needs (cognitive, other SEND or medical)
SKILLS / QUALIFICATIONS REQUIRED
Supporting the class teacher to:
Qualifications:
TYPICAL SALARY RANGES (MIN / MAX)
NJC SCP 4 – 7 (pro rata to hours/weeks worked)
BRIEF OVERVIEW OF ROLE
To work with teachers to support teaching and learning, providing specialist support to the teacher in an aspect of the curriculum, age range or additional needs. This could include those requiring detailed and specialist knowledge in particular areas and will involve assisting the teacher in the whole planning and assessment cycle and the management/preparation of resources. Staff may also supervise whole classes occasionally (e.g. short-term absence of teacher) or for regular short periods with teacher’s planning provided.
Main Duties:
SKILLS / QUALIFICATIONS REQUIRED
Skills:
Qualifications:
TYPICAL SALARY RANGES (MIN / MAX)
NJC SCP 6 – 15 (pro rata to hours/weeks worked)
BRIEF OVERVIEW OF ROLE
The duties of a Higher Level Teaching Assistant will involve working with teachers to support teaching and learning. This will involve assisting the teacher in the whole planning and assessment cycle and the management/preparation of resources. Contribution and participation in the team-working ethos of the academy and maintaining the positive ethos and core values of the academy, both inside and outside of the classroom is essential. Supervision of whole classes (e.g. short-term absence of teacher or PPA) or for regular sessions with the teacher’s planning provided is expected as part of the role. Regular liaison with the teacher to review planning and plan for next steps in learning is required, this will include providing feedback/marking of work and reporting on outcomes to the teacher.
Main Duties:
SKILLS / QUALIFICATIONS REQUIRED
Skills:
Qualifications:
TYPICAL SALARY RANGES (MIN / MAX)
NJC SCP 12 – 15 (pro rata to hours/weeks worked)
BRIEF OVERVIEW OF ROLE
To complement the professional work of the class teacher by delivering small group activities, being responsible for assessment and progress of pupils under the direction of the class teacher. Supervision of whole classes (e.g. short-term absence of teacher or PPA) or for regular sessions with the teacher’s planning provided is expected as part of the role. Regular liaison with the teacher to review planning and plan for next steps in learning is required, this will include providing feedback/marking of work and reporting on outcomes to the teacher. This role will, at times, involve planning, preparing and delivering learning activities for individuals/groups or for the whole class. In addition, you will be required to monitor pupils, assessing, recording and reporting on pupils’ achievement, progress and development.
You will be responsible for the management and development of a specialist area within the school and/or the management of other teaching assistants including allocation and monitoring of work, appraisal and training. The job is carried out using specialist skills, knowledge and equipment within a special context, working with children with substantial additional challenges which may be learning, physical, emotional or behavioural.
SKILLS / QUALIFICATIONS REQUIRED
Skills:
Qualifications:
TYPICAL SALARY RANGES (MIN / MAX)
NJC SCP 17 – 20 (pro rata to hours/weeks worked)
BRIEF OVERVIEW OF ROLE
Enthusiastic leader who will be able to demonstrate a significant impact on standards and participation in sports and health. In conjunction with our subject co-ordinator, you will lead the teaching of sports across the academy, develop and coach clubs and teams, and organise opportunities for children to develop excellence in a wide range of sports. This includes at individual Academy level, across Trust and local/regional competitions.
For professional development (CPD), Sports Leads will be given the opportunity to work with other Sports Leads in the Trust, to share best practice and encourage a Trust creative and exciting wide-ranging sports curriculum. We are looking to develop mastery in sports, and enable our most gifted and talented students to make the best possible progress.
Sports Leaders help to organise and lead events such as Sports Day, Sport Relief and will be required to work with Academy Senior Leaders in developing the Sports and PE curriculum and adaptations in line with the Equality Act and Disability Act, ensuring reasonable adaptations and adjustments are made for those pupils who require this as part of their entitlement.
The role also includes encouraging positive interactions between children and can include Breakfast clubs, break-time and lunch-time duties, as well as running after school clubs during the academy week. Some outdoor residential visits are also a feature of the sports lead duties.
SKILLS / QUALIFICATIONS REQUIRED
Skills:
Qualifications:
TYPICAL SALARY RANGES (MIN / MAX)
NJC SCP 24 – 25 (pro rata to hours/weeks worked)
BRIEF OVERVIEW OF ROLE
In order to be classed as having Qualified Teacher Status (QTS) in England, you must have completed the relevant teaching qualifications.
To train to teach, you’ll need to have GCSEs at grade 4 (C) or above in English and maths (and science if you want to teach primary).
You also need a degree in any subject to teach primary and secondary – if you have one or an equivalent qualification, you can do postgraduate teacher training.
If you do not have a degree, you can do undergraduate teacher training to get a degree alongside qualified teacher status (QTS). Or you may be eligible to do a teacher degree apprenticeship (TDA)
To meet the required standards for Qualified Teacher Status and having regard to the curriculum of the academy, this will include all necessary professional duties of planning, preparing courses and lessons, assessing, recording and reporting on the development, progress and attainment of pupils assigned to you. To contribute and participate in the team working ethos of the academy and maintains the positive ethos and core values of the academy, both inside and outside of the classroom.
The Government website How to become a teacher | Get Into Teaching GOV.UK (education.gov.uk) will signpost you to all of the relevant application routes and requirements to get into teaching.
TYPICAL SALARY RANGES (MIN / MAX)
STPCD U1 – U6
BRIEF OVERVIEW OF ROLE
To carry out the duties of a school teacher as set out in the School Teachers Pay and Conditions Document. To meet the required standards for Qualified Teacher Status and having regard to the curriculum of the academy: to teach children within the primary age range according to their educational need. This includes all necessary professional duties of planning, preparing courses and lessons, assessing, recording and reporting on the development, progress and attainment of pupils assigned to you. To contribute and participate in the team working ethos of the academy and maintains the positive ethos and core values of the academy, both inside and outside of the classroom.
SKILLS / QUALIFICATIONS REQUIRED
Skills:
Qualifications:
TYPICAL SALARY RANGES (MIN / MAX)
STPCD M1 – M6
BRIEF OVERVIEW OF ROLE
To carry out the duties of a school teacher as set out in the School Teachers Pay and Conditions Document. To meet the required standards for Qualified Teacher Status and having regard to the curriculum of the academy: to teach children within the primary age range according to their educational need. This includes all necessary professional duties of planning, preparing courses and lessons, assessing, recording and reporting on the development, progress and attainment of pupils assigned to you. To contribute and participate in the team working ethos of the academy and maintains the positive ethos and core values of the academy, both inside and outside of the classroom.
Duties:
SKILLS / QUALIFICATIONS REQUIRED
Skills:
Professional Characteristics:
Qualifications:
TYPICAL SALARY RANGES (MIN / MAX)
STPCD UPS1 UPS3
BRIEF OVERVIEW OF ROLE
To carry out the duties of a school teacher as set out in the School Teachers Pay and Conditions Document. To meet the required standards for Qualified Teacher Status and having regard to the delivery and development of the curriculum of the academy: to teach children within the primary age range according to their educational need / developmental stage (if teaching in a ARP or SEND Academy). This includes all necessary professional duties of planning, preparing courses and lessons, assessing, recording and reporting on the development, progress and attainment of pupils assigned to you. To contribute and participate in the team working ethos of the academy and maintains the positive ethos and core values of the academy, both inside and outside of the classroom.
In addition to teaching, a phase leader (sometimes known as Middle Lead or Key Stage leader), is usually responsible for the following within the designated phase (or Key Stage): Leadership and management of the curriculum, delivering high-quality teaching, using resources effectively, contributing to the whole-school self-evaluation and school improvement planning, collaborating with other phase leads across the Trust on specific projects or curriculum development and moderation.
To support and work closely with the Headteacher and wider SLT in all aspects of school improvement.
SKILLS / QUALIFICATIONS REQUIRED
Skills:
Professional Characteristics:
Qualifications:
TYPICAL SALARY RANGES (MIN / MAX)
M1 – M6 plus TLR
BRIEF OVERVIEW OF ROLE
To play a major role under the direction of the Academy Head Teacher / Deputy Headteacher(s), in formulating the strategic and operational aims and objectives of the academy, establishing the policies and practices through which they shall be achieved, managing staff and resources to achieve the aims and objectives of the Trust/academy, along with improving standards of Teaching and Leadership and monitoring progress towards their achievement.
The Assistant Head Teacher will have delegated responsibilities which are academy and role specific. The Assistant Head Teacher may be expected to take on other roles and responsibilities, strategically and operationally to meet the needs of the academy and in the absence of the Deputy Head Teachers/Head Teachers.
Main roles / responsibilities:
SKILLS / QUALIFICATIONS REQUIRED
Skills:
Qualifications:
TYPICAL SALARY RANGES (MIN / MAX)
STPCD L2 – L10 (dependent on school group size)
BRIEF OVERVIEW OF ROLE
To play a major role under the direction of the Executive Head Teacher and Head of Academy in formulating the aims and objectives of the academy, establishing the policies through which they shall be achieved, managing staff and resources to achieve the aims and objectives of the academy and monitor progress towards their achievement.
The Deputy Head of Academy will have delegated responsibilities which are both Academy/Trust wide. This will be in addition to carrying out the professional duties of a teacher other than a Head Teacher. In partnership with the Executive Head Teacher, Head of Academy and the Senior Leadership Team, provide professional leadership and management of teaching and learning and assessment and wider outcomes for pupils throughout the academy.
Main roles / responsibilities:
SKILLS / QUALIFICATIONS REQUIRED
Skills:
Qualifications:
TYPICAL SALARY RANGES (MIN / MAX)
STPCD L5 – L17
BRIEF OVERVIEW OF ROLE
Heads of Academy work in support of Executive Headteachers, occupy an influential position in society and shape the teaching profession. They are lead professionals and significant role models within the communities they serve. Their values and ambitions strongly influence the achievements of children and academies. Working in support of Executive Headteachers, they are accountable for the education of current and future generations of children. The strategic direction and development of the school stem from the educational mission of the Executive Headteacher and the Trust, thus the Head of Pennyman Primary Academy, will ensure that his/her leadership demonstrates commitment to promoting and developing the academy’s distinctive identity through the search for excellence in all areas of its work.
Their leadership has a decisive impact on the quality of teaching and pupils’ achievements. Therefore, the Head of Academy supports the Executive Headteacher in being a lead learner and leading a learning community rooted in ongoing daily principles. The search for excellence is an expression in learning and teaching which recognise pupils’ individual worth and progress in all areas. The Head of Pennyman Primary Academy accordingly supports the Executive Headteacher in leading the academy community in promoting positive attitudes to learning amongst pupils.
The role of Head of Academy will be expected to have a passion to drive and develop the strong distinctive ethos of the academy and Tees Valley Education Trust.
‘Excellence as Standard’ domains:
SKILLS / QUALIFICATIONS REQUIRED
Skills:
Qualifications:
TYPICAL SALARY RANGES (MIN / MAX)
STPCD L16 – L24
BRIEF OVERVIEW OF ROLE
The Executive Head Teacher will fulfil all the requirements and duties set out in the School Teachers’ Pay and Conditions Document relating to the Conditions of Employment of Head Teacher/Executive Head Teacher and meet the standards set out in the guidance document National Standards of Excellence for Head Teachers 2015. Achieve any performance criteria, objectives or targets agreed with or set by the Trust in accordance with the requirements set out in the School Teachers’ Pay and Conditions Document. Understand fully the current legal requirements, national and local policies and guidance on safeguarding and the promotion of the wellbeing of children and young people and ensure that all requirements are met.
Main roles / responsibilities:
SKILLS / QUALIFICATIONS REQUIRED
Skills:
Qualifications:
TYPICAL SALARY RANGES (MIN / MAX)
STPCD L18 – L27
BRIEF OVERVIEW OF ROLE
Reporting to the CEO and Trustees, Directors have key strategic areas of responsibility across curriculum, standards, trust improvement, SEND & inclusion, business & enterprise and social justice & equity. Directors work with multiple stakeholders, Academy Head Teachers and their senior leadership teams to ensure the Trust’s mission and core values are upheld.
SKILLS / QUALIFICATIONS REQUIRED
Directors work across multiple domains. With a breadth and depth of knowledge in leadership, management, teaching, finance, business and research this enables them to lead and provide mentorship across their areas of responsibility.
TYPICAL SALARY RANGES (MIN / MAX)
NJC SCP 43 – 62 (pro rata to hours/weeks worked)
STPC L 13 – 29 (pro rata to hours/weeks worked)
BRIEF OVERVIEW OF ROLE
To assist the CEO in maintaining the overall functioning and efficiency of the Trust, identifying and implementing opportunities for the Trust to operate more effectively for the benefit of pupils, staff, and the wider Trust community.
As leaders of Tees Valley Education Trust, the Deputy CEO is expected to demonstrate consistently high standards of principled and professional conduct.
Core Responsibilities:
General Responsibilities:
SKILLS / QUALIFICATIONS REQUIRED
Qualifications:
TYPICAL SALARY RANGES (MIN / MAX)
STPCD L22 -L29
BRIEF OVERVIEW OF ROLE
A School Trust CEO is responsible for the education of all the young people in the Trust’s academies. They lead the Executive Team of the Trust, ensuring the Trust and all its schools are successful over time in a sustainable way. They provide high level strategic leadership and management across all aspects of the Trust’s activities. They ensure that the Trust provides high quality education for all its pupils through the effective and efficient use of resources and people. As a system leader, the CEO represents the Trust with a wide range of stakeholders and partners and enables the Trust to fulfil its civic responsibilities. They are the Accounting Officer for the Trust, responsible for ensuring the Trust meets its statutory and legal requirements. Ethics and Professional Conduct As leaders of educational charities CEOs of School Trusts are expected to demonstrate consistently high standards of principled and professional conduct. School Trust CEOs should always uphold and demonstrate The Principles of Public Life (The Nolan Principles). School Trust CEOs are responsible for upholding public trust in Trust, civic and system leadership, and should maintain high standards of ethics and behaviour. As leaders of School Trusts, their academy communities and the profession, CEOs should serve in the best interests of the Trust’s pupils, conducting themselves in a manner compatible with their influential position in society.
CEO MAIN RESPONSIBITIES
Academy Trusts are education charities that run schools to give children a better future. Every Trust has a single legal and moral purpose: to advance education for the public benefit. Church Trusts may have additional charitable objects. School Trust CEOs have specific responsibilities as executive leaders of the Trust.
There are six interlinked areas of a School Trust CEO’s core responsibilities. These are:
BRIEF OVERVIEW OF ROLE
Applicants should be able to competently undertake the care, physical support, and supervision of children aged between 4 and 11 years old. The main aspects of the role involves; supervising and encouraging children to eat their lunch; modelling how to behave politely and to respect others within the academy. Be supportive in ensuring children follow the academy expectations, monitoring the playground and classrooms to ensure children are not in unsupervised areas. There are also possible elements of this role to support children’s learning which involve listening to children read and encouraging them to be resilient.
SKILLS / QUALIFICATIONS REQUIRED
Skills:
Qualifications:
TYPICAL SALARY RANGES (MIN / MAX)
NJC SCP 2 (pro rata to hours/weeks worked)
BRIEF OVERVIEW OF ROLE
Assisting in the domestic care and general welfare of pupils in respect of personal hygiene programmes and at meal times, using specialist equipment where necessary and ensuring at all times that the care team observe and promote the children’s choice, independence, dignity and privacy.
Main roles / responsibilities:
SKILLS / QUALIFICATIONS REQUIRED
Skills:
Qualifications:
TYPICAL SALARY RANGES (MIN / MAX)
NJC SCP 4 – 5 (pro rata to hours/weeks worked)
BRIEF OVERVIEW OF ROLE
As PFSA, you will play a vital role in the running of systems that provide care and support for pupils including early interventions, attendance, inclusion support and referrals. The aim of this post is to break down barriers to learning by liaising closely with all school staff, parents and carers as well as partner agencies. You will act in a supportive role to complement the professional work of the safeguarding team, working under the direction of and line management of the Safeguarding, SEND and Inclusion Manager. The DHT holds ultimate responsibility for this team and through regular meetings, will have full oversight and may direct the PFSA across the day. The role will include being visible on gates and during lunchtimes to ensure all pupils have a safe and successful day. Radio support (on call??) will be a crucial part of the role as well as offering interventions to support pupils 1:1, or through small groups, to enable access to learning. This may include interventions focused on behaviour, friendships, sensory integration and social and emotional aspects.
The job is carried out using specialist skills, knowledge and equipment within a special context, working with children with substantial additional challenges which may be learning, physical, emotional or behavioural.
Main roles / responsibilities:
SKILLS / QUALIFICATIONS REQUIRED
Skills:
Qualifications:
TYPICAL SALARY RANGES (MIN / MAX)
NJC SCP 17 – 20 (pro rata to hours/weeks worked)
BRIEF OVERVIEW OF ROLE
As PFSA, you will play a vital role in the running of systems that provide care and support for pupils. The aim of this post is to break down barriers to learning by liaising closely with all school staff, parents and carers as well as partner agencies. You will work under the direction of and line management of the Safeguarding, Pastoral & Welfare Lead with the Head of Academy holding ultimate responsibility for the team. You will be pivotal in the provision of support for pupils throughout the academy day, supporting with behaviour and self-regulation, social and emotional support, pupil mental health and wider pastoral support. You will be a key member of staff to work with parents and families. A crucial part of the role will be offering support to pupils to enable access to learning, this may include interventions or mentoring focused on learning behaviours, readiness for learning, friendships, and social and emotional aspects. The job is carried out using specialist skills, knowledge and equipment within a special context, working with children with substantial additional challenges which may be learning, physical, emotional or behavioural.
SKILLS / QUALIFICATIONS REQUIRED
Skills:
Qualifications:
TYPICAL SALARY RANGES (MIN / MAX)
NJC SCP 12 – 15 (pro rata to hours/weeks worked)
BRIEF OVERVIEW OF ROLE
The Tees Valley Education Counsellor will be part of a multidisciplinary pastoral and welfare team working across 5 primary age academies, all within the Tees Valley region. The Student Counsellor will work opposite hours to the existing Trust employed Student Counsellor, and will play a vital role in supporting the physical, mental health and emotional wellbeing of pupils across all 5 academies, underpinned by the Trust Pupil Therapy & Wellbeing offer.
This role will report to the Director of SEND and Welfare who leads on mental health and will also work closely with the Designated and Deputy Safeguarding Leads, Heads of Key Stage and Pastoral Leaders in each academy.
Working on an agreed rota across all 5 academies, the Trust Student Counsellor will provide a confidential counselling service to pupils across Brambles Primary, Pennyman Primary, Dormanstown Primary, Wilton Primary and Discovery Special academies, through individual sessions, responding to their personal, social, emotional or educational concern.
To maintain confidentiality (except in those circumstances outlined in BACP, in line with Tees Valley Education MAT Safeguarding Practice, where this should be breached).
Develop and/or co-produce workshop programmes for the academy pupils to support their emotional wellbeing and promote resilience.
SKILLS / QUALIFICATIONS REQUIRED
Skills:
Qualifications:
TYPICAL SALARY RANGES (MIN / MAX)
NJC SCP 25 – 27 (pro rata to weeks/hours worked)
BRIEF OVERVIEW OF ROLE
To work in partnership with the AHT for P&W and the wider senior leadership team
Duties and Responsibilities:
SKILLS / QUALIFICATIONS REQUIRED
TYPICAL SALARY RANGES (MIN / MAX)
NJC SCP 17-20 (pro rata to hours/weeks worked)
BRIEF OVERVIEW OF ROLE
To provide comprehensive coverage of daily operations involving pupil welfare, safety and pastoral care including inclusion support. The aim of this role is to support children’s well-being by breaking down barriers to learning by liaising closely with all academy staff, parents and carers as well as partner agencies. You will play a lead role in the running of systems that provide care and support for pupils throughout the academy day, supporting with behaviour, working one to one where needed for emotional support and being a pivotal member of staff to work alongside parents and agencies providing early intervention support and challenge. As Deputy Designated Safeguarding Lead you will be integral to the academy safeguarding team.
SKILLS / QUALIFICATIONS REQUIRED
Skills:
Qualifications:
TYPICAL SALARY RANGES (MIN / MAX)
NJC SCP 25 – 27 (pro rata to hours/weeks worked)
BRIEF OVERVIEW OF ROLE
To provide comprehensive and strategic coverage of daily operations involving welfare, safety and oversight of safeguarding and pastoral care including punctuality, attendance and inclusion support across early years, primary and secondary provision. As Deputy Designated Safeguarding Lead, SEND and Inclusion Manager, you will play a lead role in the running of systems that provide care and support for pupils. The aim of this role is to support children’s well-being by breaking down barriers to learning by liaising closely with all academy staff, parents and carers as well as partner agencies. You are responsible for leading and managing extended hour’s provision including holiday clubs, taking a lead role in the wellbeing and safety of pupils at this time. This role also involves coordination of transport for all pupils, liaising with local authority transport teams, completing transport referrals and ensuring all information is up to date. You will also coordinate, chair and quality assure annual review processes for pupil Education, Health and Care plans and paperwork, again liaising with the local authority SEND team and families. This role includes line management of lunchtime supervisors, taking responsibility for timetables, absence management and recruitment alongside the Head of Academy/Deputy Head of Academy.
Main roles / responsibilities:
SKILLS / QUALIFICATIONS REQUIRED
Skills:
Qualification:
TYPICAL SALARY RANGES (MIN / MAX)
NJC SCP 28 – 30 (pro rata to hours/weeks worked)
BRIEF OVERVIEW OF ROLE
The Trauma Informed Practice Programme Lead will play a key role in developing, coordinating, and leading a range of policy activities which support the implementation and promotion of trauma-informed practice and organisational culture change, so it is embedded across Tees Valley Education MAT, and, through a brokered service, to other commissioned stakeholders on behalf of TVED. The Director of SEND & Inclusion has the overall lead for this work within the Trust, which is recognised as a key priority under the Trust specialisms and Pastoral & Welfare strand.
With a depth of knowledge and acute understanding of the principles of trauma informed practice, the postholder will provide strategic and operational support to Trust Board members, CEO, Directors, senior leaders and teaching and learning staff across Tees Valley Education MAT. The postholder will work closely with external agencies and stakeholders on a local, regional and national level, with elements of wider community planning partnership to maximise opportunities for collaboration.
Main roles / responsibilities:
SKILLS / QUALIFICATIONS REQUIRED
Skills:
Qualifications:
TYPICAL SALARY RANGES (MIN / MAX)
STPCD L9
An apprenticeship is a real job that enables individuals to earn while they learn, gaining valuable knowledge, skills and behaviours tailored to a specific job role. This is an excellent way to enter the world of work, or for people who are re-training and wish to gain other valuable experiences.
Employers who hire an apprentice invest in the future by bringing in talent that fits their business needs. Apprentices, like any other employees, have some employment protections.
Key points:
An apprenticeship includes:
Apprenticeships at TVED
Currently, we offer apprenticeships in Admin and Business support roles and some care and teaching assistant roles, but we are looking at ways we can work with training providers to expand this offer. Please contact TVED Central Team for further details.
BRIEF OVERVIEW OF ROLE
Under the guidance of senior staff; be responsible for undertaking administrative, financial and organisational processes within the academy. They will assist with the planning and development of support services.
Organisation:
Administration:
Resources:
SKILLS / QUALIFICATIONS REQUIRED
Skills:
Qualifications:
TYPICAL SALARY RANGES (MIN / MAX)
NJC SCP 8 – 11 (pro rata to hours/weeks worked)
BRIEF OVERVIEW OF ROLE
The Office Manager will be responsible for organisation, administration, resources and compliance. This will include, but is not limited to the following areas:
SKILLS / QUALIFICATIONS REQUIRED
TYPICAL SALARY RANGES (MIN / MAX)
NJC SCP 12-15 (pro rata to hours/weeks worked)
BRIEF OVERVIEW OF ROLE
As a key support officer for the Unit; to promote Inclusive Practice and assist the Head of Academy in ensuring that Pennyman Academy complies with its duties under the Equality Act 2010. To monitor and contribute to accurate reports, including EHCPs, on children’s individual and protected characteristics and help ensure that all practices, both academic and operational, are inclusive and sensitive to individual need. Leadership duties: Under the direction of the leadership team undertake costing analysis and liaison with parents/LA/external agencies to deliver EHCP’s and contracts under the SEND legislation.
To provide effective administration for the Special Educational Needs and Disabilities team of staff, working closely with the Assistant Head of Academy for unit provision. This includes updating the SEND register of need and Provision Maps, preparing documentation for EHCP (Education, Health and Care Plan) reviews, sharing SEND information with relevant staff, updating student intervention records, supporting the administration of exam access arrangements and ensuring SEND care plans are updated regularly. To work with all First Aiders and ensure that children with complex or long-term medical conditions have an individual Medical Care Plan, that liaison with health professionals is carried out regularly, that staff training records are up to date and parents/carers have completed all documentation as required in line with our Medical Conditions Policy.
SKILLS / QUALIFICATIONS REQUIRED
Skills:
Qualifications:
TYPICAL SALARY RANGES (MIN / MAX)
NJC SCP 12- 15 (pro rata to hours and weeks worked)
BRIEF OVERVIEW OF ROLE
To play a significant role in supporting the work of the finance department within the Trust, reporting directly to the Trust Business and Resource Manager, to assist in the preparation and delivery of accurate management and financial accounts within agreed timescales.
Main roles / responsibilities:
SKILLS / QUALIFICATIONS REQUIRED
Skills:
Qualifications:
TYPICAL SALARY RANGES (MIN / MAX)
NJC SCP 15 – 17 (pro rata to hours/weeks worked)
Indirect Supervisory Responsibility for: Trust Shared Services Administrator, Web and Publicity Officer
Important Functional Relationships:
Internal: CEO, Headteachers, School Senior Leadership teams, teaching and support staff, students
External: Members, Trust Board, Local Governors, other schools and MATs, suppliers of goods and services, parents/carers, visitors to SMART
BRIEF OVERVIEW OF ROLE
To be responsible for the provision of effective and efficient secretarial and administrative support to the CEO and the Executive Team. To make a fundamental contribution to facilitating the effective communications and operations of the Trust Shared Services team.
SKILLS / QUALIFICATIONS REQUIRED
TYPICAL SALARY RANGES (MIN / MAX)
NJC 18 – 20 (pro rata to hours/weeks worked)
BRIEF OVERVIEW OF ROLE
To make a major contribution to the successful management and administration of the academy by:
Main roles/ responsibilities:
SKILLS / QUALIFICATIONS REQUIRED
Skills:
Qualifications:
TYPICAL SALARY RANGES (MIN / MAX)
NJC SCP 24 – 27 (pro rata to hours/weeks worked)
BRIEF OVERVIEW OF ROLE
The role is required to work across more than one academy and undertake central Trust functions by providing strategic leadership for the business requirements across the Trust, through supporting the Senior Leadership Team.
Main roles / responsibilities:
SKILLS / QUALIFICATIONS REQUIRED
Skills:
Qualifications:
TYPICAL SALARY RANGES (MIN / MAX)
NJC SCP 32 – 34 (pro rata to hours/weeks worked)
BRIEF OVERVIEW OF ROLE
Responsible for all basic cleaning in and around the school. This could entail dusting, mopping, vacuuming, cleaning handles, rails, windows and doors.
SKILLS / QUALIFICATIONS REQUIRED
Someone who is highly responsible and reliable and able to work as part of a team, to take care of our facilities and carry out cleaning and maintenance duties during the school day. Previous working experience as a Cleaner is desirable and knowledge of cleaning materials and supplies.
TYPICAL SALARY RANGES (MIN / MAX)
NJC SCP2 (pro rata to hours/weeks worked)
BRIEF OVERVIEW OF ROLE
To work under the direct instruction of the Site Manager, undertake general Caretaking duties including semi-skilled general maintenance and repairs on one site (other than where it is necessary to employ skilled trades persons). The postholder will be responsible for the security of the school premises and a basic knowledge of health and safety is essential, need to be able to carry out minor repairs, maintenance and improvements to the school building, equipment and grounds.
Main roles & responcibilities:
SKILLS / QUALIFICATIONS REQUIRED
Skills:
Qualifications:
TYPICAL SALARY RANGES (MIN / MAX)
NJC SCP 5 – 6 (pro rata to hours/weeks worked)
BRIEF OVERVIEW OF ROLE
To work under the direct instruction of The Head Teacher, undertake general Caretaking duties including semi-skilled general maintenance and repairs (other than where it is necessary to employ skilled trades persons). Repair and maintenance of the Trust’s premises, in particular security of premises, heating and lighting.
Responsibilities:
SKILLS / QUALIFICATIONS REQUIRED
Skills:
Qualifications:
TYPICAL SALARY RANGES (MIN / MAX)
NJC SCP 12 – 15 (pro rata to hours/weeks worked)
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