Stoke-on-Trent City Council

About Us

OPUS at Ball Green Primary Academy [Member of the Societas Trust} is an established alternative provision for children ‘at risk’ of exclusion, or those who have been permanently excluded, from Key Stage 1 and/or Key Stage 2 mainstream schools.

OPUS is a place where children are supported socially, emotionally and academically to prepare them for reintegration back into mainstream settings.

The OPUS team are passionate about ALL children fulfilling their potential and providing a fresh start for them within a caring and supportive environment.

This is an exciting opportunity for an experienced education, inclusion, SEND or pastoral professional who can provide strong leadership while ensuring that children remain at the heart of everything we do.

Our provision supports primary-aged pupils who, for a variety of reasons, may be experiencing difficulties accessing or engaging successfully with mainstream education. We are looking for someone who understands that behaviour is often a form of communication and who can combine high expectations with a supportive, relational and inclusive approach. You will be part of a dedicated team to provide a safe, structured and nurturing environment in which pupils can re-engage with learning, develop positive relationships and make progress towards successful reintegration or transition.

About The Role

Working closely with the OPUS Manager and other SEMH Practitioners, you will take a lead practitioner role in the planning, development and delivery of the curriculum across the provision.

You will plan and deliver high-quality, engaging learning experiences that are appropriately ambitious and adapted to meet pupils’ individual starting points, learning needs and SEMH needs.

You will use assessment effectively to identify gaps in learning, establish appropriate baselines, monitor progress and plan pupils’ next steps. You will maintain clear records of achievement and provide evidence of the progress pupils make during their placement.

A key part of the role will be developing individualised learning programmes for pupils who may have experienced disrupted education, low engagement, SEND, difficulties with emotional regulation or negative experiences of learning.

You will ensure that literacy and maths remain central to pupils’ learning while providing a broad, balanced and engaging curriculum that promotes personal development, creativity, confidence and curiosity.

Alongside curriculum delivery, you will provide skilled SEMH support. You will build positive and consistent relationships with pupils, helping them to recognise and manage emotions, develop strategies for self-regulation, improve engagement and experience success.

You will work closely with schools, families and other professionals to understand each child’s needs and contribute to assessment, planning, reviews and reintegration.

Key responsibilities

As our SEMH Practitioner, you will:

• take a lead role in planning, developing and delivering an appropriate, engaging and ambitious curriculum for pupils attending OPUS;
• plan sequences of learning that take account of pupils’ starting points, prior attainment, identified learning gaps, SEND and SEMH needs;
• deliver high-quality learning across appropriate areas of the primary curriculum, with a strong focus on literacy and maths;
• assess pupils’ learning on entry and throughout their placement, using assessment information to plan teaching, intervention and next steps;
• develop personalised learning programmes and adapt teaching approaches and resources to meet individual needs;
• monitor, record and evaluate pupils’ educational progress and provide clear information to the Provision Manager, schools, families and relevant professionals;
• identify barriers to learning and develop practical strategies and interventions to improve pupils’ engagement, confidence and achievement;
• provide targeted SEMH interventions and support pupils to develop emotional literacy, self-regulation, resilience, positive relationships and readiness to learn;
• establish safe, consistent and trusting relationships with pupils while maintaining clear expectations and appropriate professional boundaries;
• use positive, relational and restorative approaches to support behaviour and engagement;
• understand how SEND, communication needs, trauma and adverse experiences may affect a child’s presentation and access to learning, and adapt practice appropriately;
• contribute to individual pupil plans, risk assessments, behaviour/support plans and other relevant documentation;
• work collaboratively with the OPUS Manager, SEMH Practitioner, schools and other professionals to ensure pupils receive coordinated and consistent support;
• contribute to multi-agency and pupil review meetings, providing clear information about learning, progress, engagement and identified needs;
• establish constructive relationships with parents and carers and provide appropriate information about their child’s learning and progress;
• contribute to planning and preparing pupils for successful reintegration into mainstream education or transition to another appropriate setting;
• liaise with receiving schools to share relevant information about attainment, successful strategies, interventions and ongoing learning needs;
• maintain accurate records and contribute to the provision’s monitoring and evaluation of pupil outcomes;
• contribute ideas and professional expertise to the continuing development and improvement of the curriculum and wider provision;
• support colleagues by sharing effective strategies and modelling positive approaches to learning, behaviour and SEMH support;
• maintain a safe, stimulating and inclusive learning environment;
• recognise and respond appropriately to safeguarding concerns, following organisational child protection procedures at all times; and
• undertake relevant professional development to maintain and develop knowledge of curriculum practice, SEND, SEMH, safeguarding and alternative provision.