Examinations Officer

A fantastic opportunity has become available for an Examinations Officer at Fulneck School. This post involves working under the direction of the Vice Principal (Academic) and responsibility for ensuring that external and internal examination processes are managed accurately and efficiently. The successful candidate will also keep examinations policies under review and up-to-date.
This is a key role within the school and the successful candidate will:
  • be professional and committed to their own professional development;
  • demonstrate knowledge and understanding of exams within a school setting;
  • have excellent organisation skills and the ability to manage concurrent tasks in a demand-led environment with a positive attitude and flexible approach;
  • be flexible and work to meet the best interests of the school and our students;
  • be committed to safeguarding and promoting the welfare of children and young people and will be required to undertake an Enhanced DBS Disclosure;
  • Need to have previous examination experience within an educational setting;
  • Have a good understanding of SEND provision;
  • Have experience of receipt, storage and dispatch of examination papers securely in accordance with the regulations;
  • Have previous experience with MIS Solutions (preferably SIMs).
The post holder will be expected to carry out such other duties as reasonably correspond to the general character of the post and are commensurate with its level of responsibility.
Closing date for applications is Monday 21st September 2020
www.fulneckschool.co.uk email: glc@fulneckschool.co.uk.

Exams Officer Job Description Sept 2020 | PDF

Fulneck application form (support) | DOC

Teaching Assistant (1:1)

To assist in promoting the learning and personal development of the pupil to whom you are assigned, to enable them to make best use of the educational opportunities available.

Main duties and responsibilities will include:

1. To aid the pupil to learn as effectively as possible both in group situations and on his/her own by, for example:
  •  Clarifying and explaining instructions
  •  Ensuring the pupil is able to use equipment and materials provided
  •  Motivating and encouraging the pupil as required by providing levels of individual attention, reassurance and help with learning tasks as appropriate to pupils’ needs
  •  Using praise and assistance to encourage the pupil to concentrate and complete tasks to the best of his ability.
  •  Liaising with class teacher, SENCO and other professionals about Pupil Passports, contributing to the planning and delivery as appropriate
  •  Liaising with parents▪ Providing additional nurture to individuals when requested by the class teacher or SENCO
  •  Supporting the student with self-regulating strategies
  •  Helping to make appropriate resources to support the pupil.
2. To establish supportive relationships with the pupil concerned

3. To promote the acceptance and inclusion of the pupil with SEN, encouraging pupils to interact with each other in an appropriate and acceptable manner.

4. Monitor the pupil’s response to the learning activities and, where appropriate, modify or adapt the activities as agreed with the teacher to achieve the intended learning outcomes.

5. To give positive encouragement, feedback and praise to reinforce and sustain the pupil’s efforts and develop independence and self-esteem.

6. To support the pupil in developing social skills both in and out of the classroom.

7. To support the use of ICT in learning activities and with specific programmes including voice activated software and keyboard skills.

8. To provide regular feedback on the pupil’s learning and emotional wellbeing to the SENCO, including feedback on the effectiveness of strategies adopted.

9. Under the direction of the SENCO, carry out and report on systematic observations of the pupil to gather evidence of their knowledge, understanding and skills upon which judgements can be made about their stage of development.

10. When working with a group of pupils, use group dynamics to promote group effectiveness and to support individual performance of the pupil concerned.

11. To understand and apply school policies as required.

15. To develop a relationship to foster links between home and school.

16. To contribute towards reviews of the pupil’s EHCP as appropriate.

17. To take part in training activities offered by the school to further knowledge and skills of working with a child with Autism.

18. To provide the pupil with support during unstructured time e.g. break and lunchtime.

19. To accompany the pupil on educational visits, as appropriate.

20. To provide individual support, as required, during examination sessions.


TA Advert | PDF

TA Job Description September 2020 | PDF

Fulneck application form (support) | DOC

Fulneck School is committed to safeguarding and promoting the welfare of children.  Applicants must be willing to undergo child protection screening including an enhanced DBS disclosure


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