Classroom Job Alert

Its Friday, which means it's Classroom's job posting day. As ever - for all teaching positions you must hold a recognised teaching qualification and for Classroom Assistant vacancies experience of working with children in some form is also a requirement.

Please note that due to the volume of applications we receive we can only respond to those applicants who are successful.

CLASSROOM ASSISTANT AND SUPPORT VACANCIES

• Experienced Learning Support Assistant to work with students who have mental health problems

We currently have two long-term positions (South and East London) to work with primary and secondary aged students who have psychological difficulties. You will need to have previous experience working with students who have depression, anorexia, anxiety, autism and behavioural difficulties. Ideally you would have a psychology background but this isn’t essential. Both positions are to start after half-term so you will need to have a recent CRB check. Please only send your CV if you have the relevant experience and the following:

• Recent CRB check
• Excellent communication skills
• At least two references covering the last 2 years of your employment. One must be child related
• Relevant experience working with psychological needs

• Special Needs Support Assistant to work with PMLD students (South East London)

We are looking to fill a position to work in a primary school which caters for students who have severe learning difficulties. This particular position is to work with a group of students who have profound and multiple learning difficulties. The students will have more than one disability and will have complex health needs. It’s essential that you have previous experience working with students who either have severe or profound and multiple learning difficulties.

This position is long-term but we are always getting similar day-to-day work so please still send your CV if you’re only looking for short-term work.

Please only send your CV if you have the relevant experience and the following:

• Recent CRB check
  Excellent communication skills
• At least two references covering the last 2 years of your employment. One must be child related
• Relevant experience working with psychological needs

Please contact the Support team on 020 7636 0600 or email: classroomassistant@classroomteachers.c.uk

SECONDARY TEACHING VACANCIES

• Government & Politics and Sociology – A Level – East London

A mixed comprehensive school in East London are looking for a qualified teacher to teach AS and A2 with some KS3/4 Humanities lessons. This is an ideal post for teachers who enjoy working with post-16 students. The post starts in January 2010 until July 2010 with the chance of the right candidate going on permanent contract thereafter.

• Mathematics – KS3 &GCSE – SW London

A very well run girls’ school in SW London are looking for a teacher of Mathematics to start in January 2010, perhaps sooner for the right candidate. This is a Maternity cover which would take you up till the end of the academic year in July 2010.

The school is set in a beautiful, leafy, SW London suburb with fabulous grounds and facilities. The results are above average and the staff are dynamic and very supportive of new staff members. The school has excellent training for Newly Qualified and Overseas Trained teachers in place.

• English – KS3, 4 and 5 – NE London

One of our top schools are looking for a teacher of English to start in January 2010 until the end of the academic year in July 2010. They would like a candidate with at least one terms experience teaching English to at least KS3 and 4 levels.

The school is the top Secondary school in the borough, boasting excellent results, fantastic facilities and brilliant senior management staff who are very supportive of new staff members. The students are a delight to teach – classroom management will never be an issue there!

Please contact the Secondary team on 020 7636 0600 or email us: secondary@classroomteachers.co.uk

SPECIAL NEEDS TEACHING VACANCIES

• SLD (Severe Learning Difficulties) teachers

A small and supportive Special Needs school in South East London are looking for a confident and versatile teacher to cover in a number of classes. The school caters for Primary and Secondary students with severe learning difficulties, many of the students will have physical difficulties, may be in wheelchairs and have medical needs. The right teacher must have experience working with children with severe needs, the confidence to lead and coordinate a small team of support assistants and the ability to deliver an appropriate curriculum based on the needs of the students. The class sizes in the school are small with no more than 7 students in each, you will also benefit from experienced teaching assistants and a great team atmosphere.

• EBD (Emotional and Behavioural Learning Difficulties) teachers

Classroom's SEN division is looking for exceptional teachers who are up for a challenge! Whether you are Primary or Secondary trained we have opportunities available across London in PRU’s. Working in EBD/PRU schools with pupils with emotional or behavioural difficulties is a demanding yet rewarding role for any teaching professional. It gives teachers the opportunity to support students with a number of Educational needs in small groups of 6-8 pupils which can often be more personal and yield even greater benefits.

PRIMARY TEACHING VACANCIES

• Year 2 Teacher

A top school in the area of Highgate, Islington is looking for a strong Year 2 teacher to start soon after half term. Year 2 is important as its the SATS year and you must therefore have sufficient knowledge of the UK keystage 1 curriculum. The headteacher maintains very high standards and this is a high achieving school. You must be prepared to work hard to maintain such standards. You should definitely have long term teaching experience in the UK in a relevant year group. Overseas trained teachers will be considered.

• Year 3 Teacher (Nov start)

A church of England Primary School in West London is seeking a teacher with long-term lower KS2 experience to take on a Y3 class from mid November through to July next year for a maternity cover. The ideal teacher will have a minimum of one academic year in a class teacher role and will be familiar with the curriculum at this level of KS2. This is a great opportunity for a teacher with enthusiasm and a sense of humour to take on a lovely class in a well supported school with a very positive ethos and genuinely friendly team. The school is well placed for public transport links, and is within a few minutes of Central London.

Please contact the Primary team on 020 7636 0600 or email us: primary@classroomteachers.co.uk

That's all for this week and in fact this blog will not return until Monday 2nd November as we are breaking for half term. We hope everyone has a relaxing and rested week!

A day in the life of a Classroom Consultant

Just what does a Consultant at Classroom do I hear you ask?! Whenever you call - we always claim to be busy - but busy doing what? Take a look at a typical day in our lives at the Regent Street offices:

6.45am - For those of us on the early shift we must drag ourselves out of bed at a time when most people are still dreaming sweet dreams! Arriving at work in the dark and wiping the sleep out of our eyes we check the answerphone for messages. Most days there will be messages - more often than not from our poorly teachers or support staff who (bless them) have called at 3am to say they won't be going in to school today.

7am - The onslaught begins. Our available teachers begin calling in their masses (at our request of course!) to remind us that they are still available for work. At the same time, the schools begin to call. Most of them are stressed out about the fact they need a supply teacher and they need them quick smart! Our job is to fulfill their requests in the quickest time possible. We must match their requests to the right teacher with the right skills who is living in the location most accessible to the school which might mean we can't always offer the work to the teacher who might need it the most if they are not living in the most suitable location. Sometimes the school ask for a particular person and so the race begins to try and track down that teacher and find out if they are actually still available. Amongst all the mayhem - we have to input all the bookings on to our computerised system, organise journey plans and act as guide when our teachers get lost en route. Its a two hour period during which time we have no idea if we will be busy or not - and if its manic - we thrive on the stress!

9am - Breakfast run. After 2hrs at our desks the stomachs need sustenance - we just have to hope that when we are out ordering tea and hot toast that we don't receive any late late bookings from schools..... it happens!

10am - 3pm The late shift arrives for work. The teams meet for a debrief of the mornings events and to discuss the days timetable. No day is ever the same for a consultant at Classroom! Perhaps we will have a string of interviews with new teachers and support staff. We might possibly have arrivals from one of our overseas offices which means we might have some very nervous and exhausted people who need our help, guidance and reassurance. Our job is to support, induct and prepare these brave individuals for the British education system and its so rewarding when things work out well for them! We might find ourselves anywhere in London visiting one of our schools. We visit all schools that we send our staff to. Its important for us to check out the environment into which we will be sending our staff and to meet the education professionals whom they will be working alongside. No one visit is ever the same. Last week for example, I visited a wonderful Primary school and met the most extraordinary Year 6 boy who gave me a tour of the building. He felt it was important for me to see where "gold class line up and indigo class line up and where magenta class line up - because the supply teacher ALWAYS gets it wrong"!! Come 3pm - the early shift at Classroom are meant to go home - but it doesn't always work out that way - bookings are coming in for the following day and teachers need to be spoken to, debriefing with them on how their day has gone and ironing out any possible issues that have arisen.

3pm - 6pm - The late shift. If we are not busy organising teachers for schools the following day, then perhaps we are busy working on longer term positions which might have come in. We search the computer systems to match the right candidates with the skill set required by the school. Perhaps we have to work with the candidate on updating their CV to ensure they are promoting themselves as the best person for the job. We might need to advertise for the job (cue online ad design) or we might need to organise interviews for candidates. If we aren't working on a particular vacancy then perhaps we are engrossed in a big marketing campaign to attract new schools for our teachers or to attract new candidates to Classroom. Amongst all this - we must call around all of our teachers and support staff to confirm their availability for work the following day and/or week. That's a lot of telephone calling, and that is without any major drama's occurring for our teachers who will need our comfort, support and most importantly, our time.

6pm - If we are lucky we can leave on time! If its been a stressful day then we might have a glass of wine en route to our homes and if its been a successful day (we celebrate just like you do if you've secured a longed for job!) we might just do the same, just like the rest of you I am sure! Our days are varied and we love what we do. We all feel a sense of triumph when we see how well our teachers and support staff are doing and a day doesn't pass without the sound of laughter filling Classroom's offices!

Still don't understand what we do or what you need to do to make sure you are making the most of your agency? Don't hesitate to give us a call for a chat!

When should children start learning?

Nicole Morgan, Primary consultant at Classroom returns with her second blog examining the recent debate in the media about delaying the age at which Primary school children begin formal learning:

"The education columns have seen some animated debate over the last week upon the release of the Cambridge Primary Review, a document that has made some controversial suggestions about the direction in which the education of our youngsters should be heading.

Six years of research and several hundred pages of report later, the review is largely centred around the concept that our nation’s children should be starting formal schooling later than they presently are, and thus benefitting from a further year’s worth of play-based learning as currently taught in our Nurseries. This change in policy would bring us in line with many European and Antipodean countries where serious and structured education begins at age 6 or 7, not to mention our Welsh neighbours who have already extended the Foundation stage to the age of 7.

On publication of the review, opinions have been bandied around left right and centre, with the government instantly rejecting the report on several counts. In the meantime however discussion amongst journalists, parents and many currently working in education suggest that there could be many who are pro the initiative, perhaps those who place great value on the extra time children would have to learn to play, socialise and generally adapt to the way of a classroom in a Nursery setting.

Dame Gillian Pugh who acted on the advisory board for the review claims ‘If you introduce a child to too formal a curriculum before they are ready, you are not taking into account where they are in terms of their learning and their capacity to develop’. With such a push in recent years on the numeracy and literacy strategies, the review argues that where play-based learning ceases too early, formal education could actually become ‘counterproductive’.

Philip Collins, Times Online columnist suggests perhaps we should be following the example of our Scandinavian counterparts in an attempt to raise the standards of our children’s education over the long-term;-

‘Finnish kids don’t’ start until 7 either and they are the brainiest in the world at 11’

Incredibly, within a few days of the Cambridge Review being published we have also been privy to a debate that would reinforce the views of those in Government such as Chris Woodhead, former Chief Inspector of Schools who has voiced concerns that a delayed start to formal education would result in lower standards overall.

In its frightening account of the basic levels of language and communication with which some children are entering school, the Times outlines a grave situation that Ms Gross, former director of the Primary National Strategy calls a ‘ticking timebomb’. With some students beginning their education with a speaking age of just 18 months and 18 % of children aged 5 failing to meet the anticipated level of speech for their age, a further delay in formally educating our little ones would surely only exacerbate this issue?

So, what do you think? For many of you who were educated and trained overseas, does a later start in Primary education make for a positive or a negative effect on a child’s education? Does that extra year allow for important development both short and long-term, or should our focus lie on pushing the levels of language and communication forward, so that Foundation stage children start their formal education with solid bricks on which to build"?

Classroom Job Alert

Its Friday, which means it's Classroom's job posting day. As ever - for all teaching positions you must hold a recognised teaching qualification and for Classroom Assistant vacancies experience of working with children in some form is also a requirement.

Please note that due to the volume of applications we receive we can only respond to those applicants who are successful.

SECONDARY TEACHING POSITIONS

• Drama Teacher

One of our regular clients is soon to be looking for a Drama teacher for a two month cover booking. This school is centrally located in the borough of Camden and will need a Drama specialist to start with them after the half term break. They would like to look at CV’s ASAP so if you are a drama specialist looking for a long term role (could be for a month or possibly extend to two months) forward your CV as soon as possible.

• Head of Maths in fantastic independent school

We have supplied teachers to this school for over five years now and can honestly say that this is a fantastic teaching environment in which to work. Teachers love working there it can be a very rewarding experience. Students are well behaved and work to a very high standard. Emphasis will be on keeping achievement levels high and keeping the children actively involved. If you are a teacher with lots of energy and a passion for teaching then this is the ideal job for you. They require a new Head of Maths to start in January. There is a strong possibility that it will be a perm post and this will be discussed at interview stage. Although the start is in January they would like to see CV’s as soon as possible. You will need to be a fully qualified Secondary Maths teacher with head of department experience in order to apply for this job. Experience within the independent sector would be beneficial but it's by no means essential.

Please contact the Secondary team on 020 7636 0600 or email us: secondary@classroomteachers.co.uk

SPECIAL NEEDS TEACHING POSITIONS

• Home Tuition

We are looking for people who are interested in becoming home tutors; to work with children in South-East London who are not able to receive education in school. These pupils have varying needs and circumstances. Some pupils may have come from disadvantaged backgrounds and present challenging behaviour. Other pupils may have Learning Difficulties or be on the Autistic Spectrum. We need teachers who can help these pupil’s re-build their confidence, allowing them to take a positive attitude towards the educational environment. For this role we are looking for people who are compassionate, flexible and self-motivated.

• SLD (Severe Learning Difficulties) Teaching post

This East London School supports students at Primary level with Special needs. Many of the children in the school are non verbal, exhibit challenging behaviour and also have medical needs. The successful candidate will have experience working with students with severe learning difficulties and be familiar with many of the techniques used to support them. They should have knowledge of PECS, Makaton and other forms of communication used with SEN students and also have a working knowledge of P levels.

Please contact the Special Needs team on 020 7636 0600 or email: sen@classroomteachers.co.uk

PRIMARY TEACHING POSITIONS

• Year 3 post - November start

A church of England Primary School in West London is seeking a teacher with long-term lower KS2 experience to take on a Y3 class from mid November through to July next year for a maternity cover. The ideal teacher will have a minimum of one academic year in a class teacher role and will be familiar with the curriculum at this level of KS2. This is a great opportunity for a teacher with enthusiasm and a sense of humour to take on a lovely class in a well supported school with a very positive ethos and genuinely friendly team. The school is well placed for public transport links, and is within a few minutes of Central London. Trial days to take place next week.

Please contact the Primary team on 020 7636 0600 or email us: primary@classroomteachers.co.uk

CLASSROOM ASSISTANT & SUPPORT VACANCIES

• One to One Suppost Assistant

We currently have long-term and block bookings in South London Primary Schools working one-to-one with students who may have autism, emotional and behavioural difficulties or mental health difficulties. The positions require someone with a patient and calm disposition with previous experience working with students who have special educational needs. You will need to be able to work using your own initiative as well as responding to instructions and guidance.

• Experienced Support Assistant for Pupil Referral Unit (PRU)

A Secondary PRU in East London requires an experienced support assistant to work with students who have emotional and behavioural difficulties. The position is to work with a group of boys in Key stage 3 supporting them with sporting activities. It would be an advantage to have a sporting background but this isn’t essential. However, you do need to have previous experience either in a Pupil Referral Unit or working with students who have Emotional and Behavioural Difficulties. The school needs someone who can be flexible as you may be working as a general Learning Support Assistant but also doing some one-to-one work with students.

Please contact the Support team on 020 7636 0600 or email: classroomassistant@classroomteachers.c.uk

Thats all for this week. Remember to keep us up to date with your current availability! We look forward to hearing from you.

Ten things to do in the half term break (as suggested by Classroom's consultants!)

Its hard to believe but from Monday October 26th it is half term week - a full 5 days off for our weary teachers and support staff. With London and its surrounding area being a positive cornucopia of opportunity - just what do Classroom's consultants suggest to keep yourselves entertained when money is tight? Read on....

• Nicole suggests "No trip to Trafalgar Square is complete without a visit to the imposing St Martins in the Field Church situated on the North East side of Trafalgar Square. This stunning Eighteenth Century landmark boasts a spire taller than Nelson’s Column, and has been witness to many a royal Christening throughout history including that of Charles II. Upholding one of the finest musical reputations of churches across the world, St Martins in the Field hosts an incredible repertoire of music performed and recorded on a daily basis at the church which is also famed for its incredible acoustics and (fairly pricey) candlelit concerts. Our advice? Get in before the evening crowds and don’t pay a penny! Every Monday, Tuesday and Friday at 1pm grab yourself a pew, sit back and relax to a free lunchtime recital in one of the city’s most serene settings".


• Lucy suggests "A lazy Thursday or Friday morning and then a trip to the Borough Market (open from 11am on Thur and 12pm Fri), soak up the atmosphere whilst perusing the vast array of stalls, grab a delicious bite (so much to choose from) but don’t leave without the world famous brownie! Then wander down along the Southbank – if it’s wet escape into the Market Porter pub– my perfect afternoon"


• Eleanor suggests "The Battersea Art Centre is great. It has a month long festival with lots of play over the half term. Some only £5. Check it out"!
  
• Louise suggests "Why not treat yourselves to a wonderful meal at a top London restaurant during the half term break but for half the price it would normally cost. TopTable is a restaurant website that has offers on some of London’s finest restaurants where you will find amazing deals such as 50% off the bill or 2 for 1 offers at some of the most exclusive restaurants in London. You get to check out the menu beforehand and customers have rated the restaurants on food/ atmosphere/service etc so you can do your research before deciding which one to go for. I have used TopTable many times and have never been disappointed".


• Deon suggests "I recommend visiting my local area, The Chiltern Hills. Only a few miles north west of London is this wonderful area of outstanding natural beauty which couldn't seem further away from London! Rolling hills and charming villages. Hop on a train from Marylebone and you can be there before you know it. Check out the website for walking guides etc! Or even better - call me and get the inside scoop"!
  
• Matt suggests "A visit to the Chislehurst caves in my neck of the woods is a great trip on the outskirts of London. 20 mins on the train from Charing Cross and you can be exploring 20 mile labyrinths and passageways of Saxon, Druid and Roman descent. The caves are often used as a tv and film locations - Doctor Who and more recently Merlin have been filmed here. Its a cheap entry price and the area around the caves is lovely - why not pop in to one of the local pubs nearby for a typically english ploughmans lunch? Much needed after your exhausting explorations"!


• Jenna suggests "How about a day out near where I live! Bushy Park & Hampton Court Palace – also close to Kingston if you want to incorporate some shopping and/or lunch on the river into your day out! Hampton Court Palace in particular is great! If you cannot afford the entry in to the palace itself - why not explore the vast gardens (a much cheaper alternative!) and try to escape from the very confusing maze"!


• Nicole's second suggestion: "The Old Bailey has dealt with some of the most publicised criminal cases in London's history. Amongst those to have stood trial here are Oscar Wilde in 1895, Dr Crippin in 1910 and Peter Sutcliffe in 1981. Today, when the courts are in session the public are admitted to watch trials. There are 19 courts and the oldest courts. one, two and three, usually hold the most interesting trials. The public galleries at the Old Bailey are open daily from Monday to Friday 10am - 1pm and 2pm - 5pm for members of the public to watch trials in session".
  
• Deon says "For you Pizza lovers, I have discovered a little place in Brixton who make the BEST pizzas in town! This little restaurant goes back to the pizza making basics with well-sourced, quality ingredients (many are organic) , a fire oven imported from Naples and a cheese maker flown in from Sorrento, teaching their Somerset suppliers the art of mozzarella making. The toppings are absolutely delicious and the prices are CHEAP! A perfect way to spend a hungry hour on a rainy half-term day"!


• Jason says "One of my wife's favourite things to do is a daytrip to Bicester village, a heavily discounted outlet mall in a lovely setting - west of London. A short train ride from Marylebone will get you there! Break for lunch in one of their exclusive but affordable eateries. Its bargain city - on our last visit I managed to buy 2 pairs of Ralph Lauren chino's for just £4!! Its the perfect place to buy gifts for Christmas"!

So what do other readers recommend? We would love to hear your ideas!

Being the best and beating the rest!

It's been a rather rocky start to the new academic year for supply teachers. The first six weeks of the September term are always a scary, unpredictable time for supply teachers and this year has seemed harder than ever; like all teaching agencies in London, Classroom has certainly not been imune. For whatever reasons (and there are many - not least the current economic climate) both Primary and Secondary supply work has been slower than normal, and whilst Primary seems to be clawing its way back to its usual healthy state, it is still proving to be a tough time for Secondary school teachers. So how can you all ensure you are the one being selected for the supply day over all the other teachers waiting just as patiently as you for the work?

Well, there are plenty of things you can be doing to help your chances. Its all about being the best you can be! Take a look at the checklist below. Can you lay claim to fulfilling everything on the list?

• KEEPING IN TOUCH

The most obvious is keeping in touch with your agency. Its seems so obvious and easy and yet not everyone does! Always keep your mobile phone close, always check for messages (text or voicemail) and don't ever think you are being a pain by calling your agency and telling them you are still free to teach! If you have called at 3.3o pm on a Monday afternoon to tell your agency contact that you are free the following day, still call them at 7am and re-iterate this information. Feel free to call in your lunch hr too if you have a moment. The more you call - the more likely you are to get a call...!

• ATTITUDE

Believe it or not, your agency will want you to work as often as you do. The first six weeks of the academic year are never easy for us either, and it can be frustrating knowing that we may not have enough work for everyone. When you are competing against so many it is so important that you have the right positive attitude, both with your agency as well as with any schools in which you do teach. Always be honest but polite. If you have had a tough day, your agency will sympathise but don't express this feeling at school either to other teachers, office staff or teaching assistants. It will inevitably filter through to the schools supply contact who will more often than not inform the agency that you are not welcome back and this information will certainly make an agency think twice before offering you further teaching work. In contrast, always report any incidents however insignificant they may appear to your school contact. Attitude is also linked to presentation (a scruffy teacher will never be a hit!) and reliability; for any advanced bookings - your timekeeping is SO important - get up early and get to school early - if you are at school before the permanent teachers you can't help but impress!

• SELF PROMOTION

I always remind my supply teachers that self promotion is one of the most important things to remember. Earlier I said that you should NEVER give negative feedback directly to schools you teach in (tell your agency however!) but for positive days, the polar opposite is true. Always make sure you speak to someone in authority at school if you have had a great day, if you have had a successful day and if its a school you would dearly like to return to. Schools deal with so much negativity that to hear a supply teacher offer praise will be remembered. And you will be! Our busiest supply teachers are those whom schools personally request back time and time again. Most have made it known to the school that they want to return and several will have asked to have their names remembered should a suitable long term post arise. It's simple to do, and it works.

• PLANNING AND PREPARATION

Don't ever assume you wont need to deliver some of your own plans on any given supply teaching day, especially if you are a Primary teacher. Know your subject and have resources prepared in advance. Always take plans to school, regardless of whether or not you have been told that work is set. There is always a possibility that you will have to fill gaps in the timetable or plan whole lessons and it goes without saying that the more prepared you are ,the better your class will run, the better the behaviour of your students will be, the better your day will be and therefore the better the feedback from the school, meaning more work coming your way. In the same vein, get clued up on the national curriculum for your subject or teaching level. It really is worth the advanced effort! If you need guidance on resources, contact your Classroom agent.

• FLEXIBILITY

If you can teach more than one thing, make sure your agency knows this! There are many Secondary school teachers out there who can teach Primary, especially upper Primary. If you have some experience make sure your agency knows this. The more you can do, the more chances to teach. You may be a Primary teacher with subject specialism in PE, French or maybe even Music. This may mean you can teach the subject at secondary school level. It might certainly be worth investigating this. In the same vein, if you have Special Needs teaching experience let your agency know. If you are unsure if your SEN experience is enough, then why not phone and speak to someone in SEN? It does no harm.

Supply teaching is getting busier, but the nature of supply is its unreliability. If you follow these steps to make sure you are part of the "cream of the supply crop" then you give yourself the best chance of staying busy. Classroom is always understanding of the worries and concerns and are keen to support you, but you do need to approach the role with a professionalism and positive attitude. If any readers wish to discuss their own supply situation with a member of Classroom, please don't hesitate to contact us as we are always here for you.

Its Friday already and time for Classroom to post a selection of some of their best or more immediate vacancies. As ever - for all teaching positions you must hold a recognised teaching qualification and for Classroom Assistant vacancies experience of working with children in some form is also a requirement.

Please note that due to the volume of applications we receive we can only respond to those applicants who are successful.

SEN TEACHING VACANCIES

• Part time English Teacher

An English teacher needed to work every Wednesday and Friday in a small Secondary Pupil Referral Unit in North London. The position is on-going until Christmas. The unit require a teacher with a good knowledge of the English KS3 and KS4 curriculum. In addition the right teacher must have experience working with challenging behaviour and excellent behaviour management. The class sizes are very small with good support, an ideal position for a innovative team player.

• Language and Communication Teacher

A fantastic primary school in Islington is looking for a teacher to work in their Language and Communication resource unit. The teacher will be required to take responsibility for the literacy and numeracy progression of pupil’s within the unit, working along-side other members of the speech and language team. The school are looking for someone who has QTS, 2 years SEN experience, knowledge of language development, and someone with excellent team leading skills.

Please contact the Special Needs team on 020 7636 0600 or email: sen@classroomteachers.co.uk

CLASSROOM ASSISTANT & SUPPORT VACANCIES

• Special Needs Support Assistant

We are looking for long-term and day-to-day Special Needs Support Assistants to work in special needs schools for students who have severe and moderate learning difficulties. The position requires someone who has previous experience, to be patient and can be flexible to work with a range of needs. Ages range from primary and secondary and the needs are complex learning difficulties and also physical needs. Working in an SLD school will require you to help with feeding, changing and hoisting. The schools are very well managed and have a great working environment with friendly staff.

• Experienced Support Assistant

A mainstream primary school in South London requires an experienced Learning Support Assistant to help students with their numeracy and literacy.You must have previous experience working with students in key stage one or two. The position requires someone with a minimum of 3 months experience working in a school and to be flexible as you will be working with different age groups. Excellent communication skills are essential as is a valid CRB check. This position is a long-term post but we also have regular daily bookings that are similar to this position.

Please contact the Support team on 020 7636 0600 or email: classroomassistant@classroomteachers.c.uk

SECONDARY SCHOOL VACANCIES

• Part time ICT Teacher

A large comprehensive school in South East London Requires a part time ICT secondary school teacher To start a soon as possible. You will join and be part of a brand new school with top of the art resources. It really is a great environment to work in. This school pays competitive rates of pay for the right individual.

Please contact the Secondary team on 020 7636 0600 or email us: secondary@classroomteachers.co.uk

PRIMARY SCHOOL VACANCIES

• Year 6 Booster Class Teacher

A great post for an experienced KS2 teacher has arisen in one of East London's largest and best run Primary schools.The school are seeking a Y6 SATS Booster Teacher with experience in a similar role and/or long-term upper KS2 experience to start immediately. In depth knowledge of the Y6 curriculum is essential as the selected candidate will be working with small groups of children to provide additional support in Literacy, Numeracy and Science in preparation for the 2010 SATS tests. This school has an incredibly strong senior management team who provide great support and a positive working environment. If you are in possession of a valid teaching qualification, current CRB and relevant experience, please email your CV asap.

Please contact the Primary team on 020 7636 0600 or email us: primary@classroomteachers.co.uk

Thats all for this week. Remember to keep us up to date with your current availability! We look forward to hearing from you.

What does it take to be a special needs teacher?

So, you're a mainstream teacher and you want to broaden your horizons. You've often thought about Special Needs teaching but it's not an option as you don't hold any SEN qualifications - right?

Well, not necessarily is the initial answer! When we register teachers with Classroom one of the questions we will inevitably ask is "do you have any interest in working in special needs"? The response we get is more often than not the same - "I am very interested but I am not qualified". It's a popular misconception that you can ONLY work with special needs students if you posess the correct certificates and certainly if you hold qualifications then you stand a great chance of securing an SEN post. But its also true that many teachers who started out in the mainstream have successfully made the transition in to certain areas within the special needs arena without any specialist qualifications.

It goes without saying that certain SEN posts DO require particular qualifications or training. For example, Eleanor in our Special Needs team is currently looking for a teacher of the deaf and for this role you most certainly do need to be qualified. In the same vein, most teaching roles with Non verbal students (eg Autism) will require you to communicate using Maketon and PECS. As our own specialist SEN team will testify - there are a multitude of jobs which require specialist skills when working in SEN and if you wish to explore these options then you could find yourself with a very rewarding new direction to your teaching.

At the same time - there are SEN jobs out there which dont require specialist training. As Lucy, manager of Classroom's SEN team discusses, they also look at the mainstream experience that a teacher has had, particularly since inclusion has become the norm. What about the pupil in your Year 6 class who had learning difficulties? Or the partially sighted student whom you supported during your Chemistry lesson? All valuable teaching experience which you can bring to a specific SEN environment. Of particular interest is Lucy's revelation that they often place teachers in to an EBD (Emotional and behavioural difficulties) post who have little or no specific EBD unit experience. What those of you who have taught in London or various other inner city schools might not realise is that you have probably developed great behavioural management tools that you can transfer into an EBD environment and our SEN team are always keen to tap in to these skills.

Of course not everyone reading this will feel that the teaching experience they have gained will give them sufficient insight in to working specifically with SEN students. Lucy has spoken with plenty of teachers in this situation and her number one piece of advice is to consider developing your SEN skills via the Teaching Assistant route. Classroom has a very large support division and has regularly placed teachers in to SEN settings as a teaching assistant in order to become familiar with the environment and start to develop the skills necessary to cope in an SEN post. In asking her to sum up the qualities she feels are best suited to teaching in the SEN sector, Lucy recommends that teachers with empathetic personalities will do well. Traits such as patience, resilience and versatility are also highly valued. A lot of teachers transferring from the mainstream come to SEN expecting a very rigid structure and whilst rules and expectations are always present - an SEN environment is ever changing. As Lucy suggests - "expect the unexpected"!

For those teachers with a keen interest in Special needs teaching but with little practical experience - the following websites might be worth a browse. Alternatively - if you fancy chatting to someone about SEN then Classroom's specialist team of Lucy, Julie and Eleanor are always very happy to address any of your concerns!

Further Reading:

http://www.everychildmatters.gov.uk/

http://www.equals.co.uk/

http://www.senteacher.org/

Guest Blog: In Defence of Teaching Assistants

Today's guest blogger is Lisa Ors, one of Classroom's highly valued Teaching Assistants. Lisa has decided to write in defence of Classroom assistants having read an article in The Independent which describes a major study released which suggests that "children are worse off with classroom assistants".

The Independent newspaper recently reported that studies had found “children do worse in test and exams the more time they spend with classroom assistants”. This rather damning statement came as a surprise to me as during my five years working as a teaching assistant my experience contradicts this statement.

In many schools, teaching assistants are not only a bonus but essential. Within the majority of special schools, classes would be unable to take place with the teacher alone, where individual or small group support is necessary and where personal care is required. During my time I have worked in both special and mainstream schools with all age groups. Roles have included one to one support, learning mentor, small inclusion groups and general teaching assistant work. Times where it has been easier to monitor direct impact have been both when I have worked with with pupils that require one to one support as well as facilitating SATs (Standard Assessment Tests) preparation groups. There has been clear evidence through exam results, academic and personal progress that the support of a TA is conducive to supporting a pupils learning and social development.

The report does however explore some reasons why the initial claim may be the case. One reason given was the fact that many teachers are not trained to manage teaching assistants. Indeed I have found that where the teacher does not give clear instruction, information and targets to their TA, it minimises the impact that the role can have. Or, where the teacher expects their support staff to take on some of the teacher’s responsibilities, this (clearly) too does not maximise the potential of all classroom staff and therefore the pupils. Where good management is in place the role of the TA can be very successful in supporting the pupils in their learning thus creating a more rewarding experience for all involved.

The valuable role that TA's play in supporting schools should not be undermined, and with good management and team work they can only be seen as a beneficial contribution to the schools in which they work.

So what do you think? Lisa clearly raises some important points. As ever, your comments are always welcomed.

Classroom Job Alert

Its Friday already and time for Classroom to post a selection of some of their best or more immediate vacancies. As ever - for all teaching positions you must hold a recognised teaching qualification and for Classroom Assistant vacancies experience of working with children in some form is also a requirement.

Please note that due to the volume of applications we receive we can only respond to those applicants who are successful

CLASSROOM ASSISTANT & SUPPORT VACANCIES

• Experienced SLD (Severe learning difficulties) Learning support Asst

Two of our regular user schools in East and South London are looking for long-term LSA’s to work with students who have severe learning difficulties such as autism and down syndrome. These roles require candidates to have previous experience working with special needs students and personal care such as changing and feeding. The roles are very rewarding but at the same time can be challenging.

• Nursery Assistants

We require experienced Classroom Assistants to work with children in nurseries attached to primary schools and also reception classes. You must feel confident in being able to interact with children as young as 3 years old in helping them with play and working alongside the nursery nurse. You may also be required to help change the students. Classroom has day-to-day and long-term positions for Nursery Assistants.

Please contact the Support team on 020 7636 0600 or email: classroomassistant@classroomteachers.c.uk

SEN TEACHING VACANCIES

• Teacher of the Deaf

An excellent opportunity for a qualified Teacher of the Deaf to work in an interesting and varied role. This is a peripatetic teaching post and you will be visiting both Secondary and Primary schools in the borough of Southwark. You must be a qualified teacher with experience working with hearing impaired students. An excellent understanding of the complexities of language and speech development is essential.

• Special Needs Teacher

We currently have a vacancy in South London at an MLD school starting after the October half term. The school supports students with moderate learning difficulties at both primary and secondary levels. They are currently looking for a teacher for a year 6 class in the school. The majority of students in the class will be on the autistic spectrum however other needs include dyspraxia, Down’s syndrome, global delay and other complex needs. Experience with these types of students is essential.

Please contact the Special Needs team on 020 7636 0600 or email: sen@classroomteachers.co.uk

PRIMARY SCHOOL VACANCIES

• 2 PPA Long term teachers

Classroom are seeking 2 PPA (Preparation, Planning and Assessment) teachers to start from January 2010 for 2 terms to cover KS1 and KS2 classes in a large Lambeth Primary school. Ideally this school is seeking someone that has long-term teaching experience in the UK, either as a class teacher or as a PPA cover teacher. The school has class sizes of 20 – 25 children per class. You will need to posses very good classroom management skills for this position as the school pays extra attention to maintaining good behaviour from their pupils. There is no planning involved for this PPA posts as all the work will be set, however expectations are high to deliver the planned work effectively and to mark the work thoroughly.

• Early Years teacher

A children's centre in Lewisham requires an Early years teacher to start as soon as possible. You must have at least 3 years experience teaching in Early years with a firm knowledge of the UK foundation stage curriculum. This post is for one term initially with the possibility that it may continue. You should be an excellent team player who has a real dedication to early years teaching.

Please contact the Primary team on 020 7636 0600 or email us: primary@classroomteachers.co.uk

SECONDARY SCHOOL VACANCIES

• ICT Teachers: (West London)

Classroom are still recruiting ICT teachers for 2 schools on West London - both positions to start as soon as possible. Our clients require candidates with experience teaching ICT to A Level or the equivalent if you are an Overseas Trained Teacher. Both posts involve teaching across all secondary key stages and are happy to consider NQT's for the roles.

Both schools will pay highly competitive rates for teachers with experience!

Please contact the Secondary team on 020 7636 0600 or email us: secondary@classroomteachers.co.uk

Thats all for this week. Remember to keep us up to date with your current availability! We look forward to hearing from you.