What we do

<p>White Trees Residential provide short and long term Residential services for young people aged from 11-18 with emotional and behavioural difficulties, in a therapeutic homely environment. White Trees has been established for 12 years and we currently have 5 homes (two in Braintree and one in each of Sawbridgeworth, Harlow and Saffron Walden) which are all consistently rated good with Ofsted.</p>
<p>Our aim is to support our young people to grow self-esteem, build positive relationships, build trust, re-engage in education and look to build a brighter future for themselves.</p>

What we stand for

Our aim is to support our young people to grow self-esteem, build positive relationships, build trust, re-engage in education.

What you'll get

SEMH English Teacher Salary: 33,500 - 47,000 White Trees School are currently recruiting SEMH Teachers to work with KS3, 4 &amp; 5 pupils in the following subjects; Maths Science ICT English Humanities White Trees is an independent school that specialises in working with pupils with social, emotional and mental health needs (SEMH). About the Role As a SEMH Teacher for White Trees Independent School you are responsible for the teaching of pupils with Autistic Spectrum Disorders and/or have ADHD, PDA, OCD, ODD. This will be either on a 1:1 basis or within a small group setting. All pupils have an Education Health and Care Plan, with ILP’s written based upon outcomes and aims from their EHCP’s, which identify strategies and interventions to support their needs. Responsibilities; To undertake the teaching of pupils with Education Health and Care Plans, across the range of SEN needs and ages, and particularly those learners with Autistic Spectrum Disorders and other related conditions Provide quality of teaching and learning for all pupils Be accountable for the attainment and progress of all pupils Support pupils making progress across the curriculum, differentiating where appropriate Produce pupil SEN passports, monitor pupil social communication development, contribute to provision mapping and annual reviews, ILP’s for students Support staff training to meet the needs of the pupils Guide the work of any tutors (including Teaching Assistants (TAs) and Higher-Level Teaching Assistants (HLTAs) who work with pupils who have EHCP’s Be able to provide pastoral support and guidance for all pupils To contribute to the overall development of teaching and learning area across the school Teaching; To set clear learning objectives, writing Schemes of Work, medium term planning and short term planning Use data to plan lessons and learning materials to motivate and support all pupils to make at least good progress Have high aspirations and set challenging, yet realistic, targets for all pupils To set high expectations for pupils’ behaviour, learning, motivation, and presentation of work by establishing a purposeful working atmosphere and providing challenging and inspirational learning experiences Work in collaboration with Teaching Assistants, teachers, and tutors Take account of pupils’ prior attainment, learning styles and needs and use them to set appropriately challenging targets and learning activities To promote and develop literacy and numeracy skills throughout teaching and learning activities so that literacy and numeracy do not present barriers to learning Provide intervention activities for those students who need support to boost attainment/progress or who require additional challenge Manage the behaviour of pupils in line with the school’s Behaviour Policy Ensure that teaching room, resources and equipment are maintained in good order, with regard to Health &amp; Safety and security of property Competent in the use of ICT and other technologies and learning resources as learning tools to inspire and motivate learners Ensure that a stimulating learning environment is maintained in the classroom, including provision of a high quality of display Assessment Recording and Reporting: Mark, assess and return pupils’ work in line with school policy, providing constructive oral and written feedback with clear targets and guidance for future improvement Keep high quality records to promote tracking and monitoring of pupil progress using data and teacher assessment records Use data and teacher records to set aspirational targets and plan challenging activities Report and record pupil’s attainment, progress and results of assessments within the school’s recording and reporting structure Set and mark examinations assessments and coursework as assigned by the exams officer and/or subject specialists Attend the appropriate Parent/Teacher events and individual meetings to keep parents/carers informed as to attainment and the progress of their child towards targets Be familiar with school records and information relating to pupils who have additional needs and use this information to ensure all pupils can access the curriculum and are supported to attain well and make at least good progress General Professional Responsibilities: Attend meetings as and when required Undertake professional development identified through the performance management/appraisal structure and as organised for staff to promote individual, T &amp; L Area and whole school improvement work in line with the SIP Support and implement all relevant teaching and learning area policies Act as a role model to pupils in respect of dress, attendance and punctuality and general conduct Ensure that all deadlines are met as published in advance Undertake professional duties and responsibilities necessary for the smooth running of the school, as may be reasonably assigned to them by the Headteacher (e.g. duties, emergency cover) Take responsibility for promoting and safeguarding the welfare of children and young persons Promote good attendance and punctuality and monitor in accordance with the school’s Attendance Policy providing support/intervention for those who find it hard to maintain high standard Qualifications and Skills required: QTS or equivalent combined with SEMH/SEN experience Experience with needs including ASD/SEMH/SEN Proven track record of obtaining positive student outcomes Innovative, passionate and pro-active Experience in developing intuitive lesson plans and developing the curriculum

SEMH English Teacher

About Us White Trees is an independent school that specialises in working with pupils with social, emotional and mental health needs (SEMH). Job Purpose To develop the school’s Special Educational Needs (SEN) division and oversee the day to day operation in-line with White Trees policies, with the aim of raising SEN pupil achievement. Areas of Responsibility and Key Tasks: Put provisions in place to ensure that the progress of pupils with SEN improves during their time at White Trees Ensure that the school carries out it’s statutory responsibilities regarding all pupils with a Statement of Special Educational Needs/Educational Health and Care Plan. Support all staff in understanding the needs of SEN pupils Monitor progress towards targets for all SEN pupils Analyse and interpret relevant school, local and national data Liaise with staff, parents, external agencies and other schools to co-ordinate their contribution, providing maximum support to ensure continuity of provision Teaching and Learning: Support the identification of and apply the most effective teaching approaches for the individual pupils with SEN Work with staff to develop effective ways of bridging barriers to learning through: Assessment of needs Monitoring of teaching quality and pupil achievement Target setting – IEP’s or Provision Maps Keeping accurate records Collect and interpret specialist assessment data to inform practice Undertake day to day co-ordination of SEN pupil’s provisions through close liaison with staff, parents and external agencies Work with Head Teacher, SLT, Teachers, Tutors and TA’s to ensure all pupils learning is of equal importance and that there are high and realistic expectations of pupils Leading and Managing: Provide professional guidance to staff to secure good teaching for SEN pupils, through both written guidance and meetings Lead on the performance management process for SEN teachers and support assistants Advise on and contribute to the professional development of staff, including whole school INSET provision Provide regular information to the Head Teacher and Governing body on the evaluation of the SEN provision Effective Deployment of Staff and Resources Advise the Head Teacher and Governing body of priorities for deployment of staff, and utilise resources with maximum efficiency Maintain and develop resources, co-ordinate their deployment and monitor their effectiveness in meeting the objectives of school and SEN policies Work with external agencies to maximise resources made available Qualifications/Experience: Experience working with young people with EBD/SEMH/SEN Minimum experience of 1 year as a SENCO QTS or PGCE essential Educated to Degree/Graduate Level essential Benefits: Career Progression Company induction, including physical intervention training (NFPS) Auto enrolment pension scheme Refer a friend bonus 500 * Employee Assistance Programme (EAP). 24-hour confidential support help line &amp; counselling Ongoing Continuous Personal Development Schedule: Monday to Friday Supplemental pay types: Bonus scheme Education: Bachelor's (required) Experience: SENCO: 1 year (required) Licence/Certification: QTS (preferred) Work Location: In person Full Time or Part Time Applications accepted for this position. Job Types: Full-time, Part-time, Permanent Salary: 35,000.00- 45,000.00 per year

SENCO

Job Title: Tutor Reports to: Site Lead Contract Type: Full time, permanent Salary: 19,500 - 26,500 Main Purpose of the Role The main purpose of a tutor is to ensure the effective learning of their pupil being taught. Tutors are also required to contribute to the wider success of the school. All tutors are allocated a 1:1 pupil who they are responsible for providing effective pastoral care, to support their social and emotional progress as well as their learning. They are also required to contribute and be involved in extracurricular activities and the wider life of the school community. Duties and Responsibilities Set high expectations which inspire, motivate and challenge pupils by: Establishing a safe and stimulating environment for pupils, ingrained in mutual respect Setting goals that stretch and challenge ALL pupils Demonstrating consistently the positive attitudes, values and behaviour which are expected of pupils – leading by example. Promote good progress and outcomes by pupils by: Being accountable for the attainment, progress and outcomes of the pupil you teach (alongside other staff where applicable) Be aware of your pupils’ capabilities and their prior knowledge, and plan teaching to build on these, wrapping the curriculum around the individual pupil. Guiding your pupil to reflect on the progress they have made and their emerging needs Demonstrating knowledge and understanding of how pupils learn and how these impacts on teaching To report and record pupil’s attainment, progress and results of assessments within the school’s recording and reporting structure. Use data and records to set aspirational targets and plan challenging activities. Demonstrate good subject and curriculum knowledge by: Having a good knowledge of the relevant subject(s) and curriculum areas, utilising and maintaining pupils’ interest in the subject(s), and addressing misunderstandings Demonstrating a critical understanding of developments in the subject and curriculum areas Demonstrating an understanding of and taking responsibility for promoting good standards of literacy, articulacy and the correct use of standard English, whatever the tutor’s specialist subject. Applying cross curricular links wherever possible in planning and teaching. Plan and teach well-structured lessons by: Imparting knowledge and developing understanding through effective use of lesson time Promoting a love of learning Reflecting systematically on the effectiveness of lessons and approaches to teaching Contributing and supporting the design and provision of an engaging curriculum within the relevant subject area(s), and/or within a pupil’s individual scheme of work. Adapt teaching to respond to the strengths and needs of all pupils by: Knowing when and how to differentiate appropriately, using approaches which enables your pupil to be taught effectively To set clear learning objectives, writing Schemes of work, medium term planning and short-term planning Ensure the pupil whom you teach have their Individual Learning Programmes updated in line with the school systems Having a secure understanding of how a range of factors can inhibit our pupils’ ability to learn, and how best to overcome these – Following strategies/interventions designed by our Wellbeing team Demonstrating and awareness of the physical, social and academic development of children and knowing how to adapt teaching to support our pupils’ education at different stages of their development and emotional state Make accurate and productive use of assessment by: To mark, assess and return pupils’ work in line with the school Evidence for Learning system, providing constructive oral and written feedback with clear targets and guidance for future improvement. Making use of formative and summative assessment to secure pupils’ progress Using relevant data to monitor progress, set targets, and plan subsequent lessons Giving pupils regular feedback, both orally and through accurate marking, and encouraging them to respond to the feedback Manage behaviour effectively to ensure a good and safe learning environment by: Having clear rules and routines for behaviour in classrooms, and taking responsibility for promoting good and courteous behaviour both in classrooms and around the school Having high expectations of behaviour, using our behaviour wave system accordingly to help support our pupils, embracing the culture of ‘catching our pupils being good’ Lead by example – show our pupils what we expect from them, positive behaviour and good manners Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary Contribute to self-evaluation by: Contributing to the completion of the current school evaluation processes as required Professional development and performance appraisal: Attend all CPD days and training as required Review own professional development and identify training needs Take part in the school’s performance appraisal programme and be committed to improving own practice Act upon advice and feedback and be open to coaching and mentoring Fulfil wider professional responsibilities by: Make a positive contribution to the wider life and ethos of the school developing effective professional relationships with colleagues &lt;

Tutor

Primary / Foundation Years Teacher Salary: 33,500 - 47,000 Main Purpose of the Role The main purpose of a teacher is to ensure the effective learning of pupils being taught. Teachers are also required to contribute to the wider success of the school. All teachers are a tutor group who are responsible for providing effective pastoral care, to support their social and emotional progress as well as their learning. They are also required to contribute and be involved in extracurricular activities and the wider life of the school community. Duties and Responsibilities Set high expectations which inspire, motivate and challenge pupils by: Establishing a safe and stimulating environment for pupils, ingrained in mutual respect Setting goals that stretch and challenge ALL pupils Demonstrating consistently the positive attitudes, values and behaviour which are expected of pupils – leading by example. Promote good progress and outcomes by pupils by: Being accountable for the attainment, progress and outcomes of the pupils you teach (alongside other staff where applicable). You will be required to teach 1:1, or a class of 3-4 Young People. Being aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these, wrapping the curriculum around the individual pupils. Guiding pupils to reflect on the progress they have made and their emerging needs Demonstrating knowledge and understanding of how pupils learn and how these impacts on teaching To report and record pupil’s attainment, progress and results of assessments within the school’s recording and reporting structure. Use data and teacher records to set aspirational targets and plan challenging activities. Demonstrate good subject and curriculum knowledge by: Having a good knowledge of the relevant subject(s) and curriculum areas, utilising and maintaining pupils’ interest in the subject(s), and addressing misunderstandings Demonstrating a critical understanding of developments in the subject and curriculum areas Demonstrating an understanding of and taking responsibility for promoting good standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject may be and applying cross curricular links wherever possible in planning and teaching. Plan and teach well-structured lessons by: Imparting knowledge and developing understanding through effective use of lesson time Promoting a love of learning Reflecting systematically on the effectiveness of lessons and approaches to teaching Contributing to the design and provision of an engaging curriculum within the relevant subject area(s), and/or within a pupil’s individual scheme of work. Adapt teaching to respond to the strengths and needs of all pupils by: Knowing when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively To set clear learning objectives, writing Schemes of work, medium term planning and short-term planning Ensure pupils you teach have their Individual Learning Programmes updated in line with the school systems Having a secure understanding of how a range of factors can inhibit our pupils’ ability to learn, and how best to overcome these – Following strategies/interventions designed by our Wellbeing team Demonstrating and awareness of the physical, social and academic development of children and knowing how to adapt teaching to support our pupils’ education at different stages of their development and emotional state Make accurate and productive use of assessment by: To mark, assess and return pupils’ work in line with the school Evidence for Learning system, providing constructive oral and written feedback with clear targets and guidance for future improvement. Making use of formative and summative assessment to secure pupils’ progress Using relevant data to monitor progress, set targets, and plan subsequent lessons Giving pupils regular feedback, both orally and through accurate marking, and encouraging them to respond to the feedback Manage behaviour effectively to ensure a good and safe learning environment by: Having clear rules and routines for behaviour in classrooms, and taking responsibility for promoting good and courteous behaviour both in classrooms and around the school Having high expectations of behaviour, using our behaviour wave system accordingly to help support our pupils, embracing the culture of ‘catching our pupils being good’ Lead by example – show our pupils what we expect from them, positive behaviour and good manners Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary Contribute to self-evaluation by: Contributing to the completion of the current school evaluation processes as required Professional development and performance appraisal: Attend all CPD days and training as required Review own professional development and identify training needs Take part in the school’s performance appraisal programme and be committed to improving own practice Act upon advice and feedback and be open to coaching and mentoring Fulfil wider professional responsibilities by: Make a positive contribution to the wider life and ethos of the school developing effective professional relationships with colleagues Taking responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues Communicating effectively with parents with regard to pupils’ achievements and well-being Sharing in the celebration of success of pupils Contributing to, and supporting pupils to contribute to the school’s news communications Using school systems in place efficiently and effectively, class-dojo, Cpoms, E4L Provide updates to the Designated Teacher about identified pupils for up-and-coming PEP and annual review meetings Other responsibilities: &lt;p