TV Alert: BBC Schools Season

Here at Classroom we are all avid tv viewers like many and we wanted to highlight a string of programmes broadcasting amongst all the reality TV and Soaps which might be of interest to our fellow education professionals!

The BBC Schools season is currently underway. Some of you may have caught last nights drama "Excluded" about a newly qualified teacher and his relationship with a difficult student in a struggling school! It received rave reviews (check out the schools season link for info on its repeat schedule or watch it anytime on the BBC I Player). There looks to be some really interesting programmes coming up too.

One highlight looks to be "The Classroom Experiment" which sees education professional Dylan Wiliam take on a typical Year 8 Secondary school class and pit education theory and practice against each other as he attempts to use simple ideas to improve the quality of education and the results are meant to be pretty outstanding. It's a two part programme starting next Monday (see link for full schedule) and we'll be reviewing the programme when its finished and will be welcoming opinion!

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.

SEN TEACHING VACANCIES

SLD Teacher

Classroom is looking for an experienced teacher for a position in an SLD School in South London. The School supports students at Primary and Secondary 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

• MLD Teacher

A qualified teacher is needed for a lovely SEN school in South London. The School supports students with moderate learning difficulties. The position is to work with year 7,8 and 9 students with moderate learning difficulties and complex needs. The ideal candidate will have experience supporting students with special needs and be enthusiastic about working within SEN. Previous experience teaching science in the UK is also desirable.

Please contact the SEN team on 020 7636 0600 or alternatively email us at sen@classroomteachers.co.uk

CLASSROOM ASSISTANT & SUPPORT VACANCIES

• EAL Learning Support Assistant

Classroom Ltd is looking to recruit a Learning Support Assistant who has experience working with secondary aged students who speak English as an additional language. The position is to work in a large secondary school in North London on a daily basis. It would be an advantage if you speak Turkish or Polish but this is not essential.

• Nursery Nurses

Classroom Ltd has positions in South-East London to work in mainstream primary schools working as a qualified Nursery Nurse. You will be working in between the nursery and reception class helping children with their play, learning, educational and social development. If you have experience working with early years children but don’t have the qualification, please do still send through your CV. Nursery Nurses need to hold a relevant child care qualifications such as:

* CACHE Level 3 Diploma in Child Care and Education

* BTEC National Diploma in Children’s Care, Learning and Development

* NVQ Level 3 in Children’s Care, Learning and Development

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

PRIMARY TEACHING VACANCIES

• Year 4 Class Teacher

A school in East London requires a Year 4 teacher starting after half term. This is a very supportive school but you must have experience of teaching within KS2 preferably in the UK. You will have a full time Teaching Assistant in the class and the school offers excellent training. Please forward your CV as soon as possible.

• Nursery Teacher

The Senior Management of a well run Southwark Primary are currently seeking an experienced Nursery Teacher to take on a full time Nursery Class from the end of February through to July. The suitable candidate will have a minimum of three years experience in the Foundation stage and be Early Years trained ideally with leadership skills. Overseas trained teachers are welcome to apply but QTS is absolutely essential for a successful application.

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.

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 TEACHER POSITIONS

• A Level Economics Teacher - Mixed Independent Boarding School

We are currently recruiting for an independent mixed school in South London that is looking for an A level Economics teacher.

OPPORTUNITIES LIKE THIS DO NOT COME ALONG VERY OFTEN – APPLY TODAY TO AVOID MISSING OUT

This school is outstanding and we really mean it when we say opportunities like this don’t come up very often!! If you are someone that would like to work in an academic and high achieving environment with receptive students and beautiful school grounds, this is the job for you.

The school is described as being a happy and vibrant environment in which both boys and girls have an abundance of fantastic opportunities. Although the school is academically ambitious they are also academically sensitive and respect the talents of each and every individual.

• General Science Teacher - All Girls Independent School

This independent school in North London has outstanding academic standards and is looking for someone to join their highly successful staff. This is an opportunity worth considering as jobs at this type of school do not come along very often.

They are looking for a General Science teacher to teach Key Stage 3 and 4 Science initially with the possibility of teaching A level work after Easter. The school aims to provide a broad and balanced curriculum and strives to develop each child to the limits of potential. Each and every student’s talents are valued and by offering an excellent supportive staff as well as extensive onsite facilities. You can only imagine how popular the school is with teachers. They have a strict selection process and would like to start looking at CV’s as soon as possible.

• PE Teacher - Central London

A fantastic opportunity has arisen for a PE teacher to teach KS3 and KS4 PE at this high achieving school. The school is very proud of their successful PE department. The position is starts at Easter time with the potential to go permanent in September. The school would like to interview during the first few weeks in February. The school has Sports status and offers great facilities and equipment. You will be supported by a strong Senior Management Team.

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

Special Needs Teaching Positions

• Various Posts

Classroom are currently looking for teacher close to the London Bridge area who have experience with SEN students. We have a number of positions in SLD and MLD schools in the Greater London area and are looking for teachers who are enthusiastic and skilled in supporting students with special needs. The ideal candidates will be confident in their abilities and be able to utilise support staff effectively to create the best environment for the students.

• Autism Teacher

At Classroom we are looking for someone who is a qualified and experienced teacher to work in an autistic unit in Central London.

This is a rewarding opportunity to work in the ASD unit of a lovely little primary school. You should be enthusiastic about working with SEN pupils and have an understanding of Asperger’s Syndrome and Autism.

Please contact the SEN team on 020 7636 0600 or alternatively email us at sen@classroomteachers.co.uk

PRIMARY TEACHING VACANCIES

• Year 6 Boosters Teacher

A small Southwark Primary school are seeking an experienced KS2 teacher to take on a Y6 Booster role starting after the February half-term. As part of an intervention programme for struggling students, the school are looking to provide individual and group support outside of the classroom to a number of Y6 students who need particular assistance with numeracy and literacy. The suitable candidate will have solid KS2 experience, with a patient yet firm attitude and the aspiration to motivate, encourage and guide these students towards academic improvement. Previous experience as a Booster teacher would be preferable but not essential.

• Nursery Class Teacher

A superb Nursery school in the borough of Camden requires an Early years trained teacher to work in their specialist Nursery. You must have experience of working with Nursery aged children and enjoy being in a Nursery school setting as opposed to a Primary school environment. This post starts at the beginning of March and runs until the summer. Please register your interest with the Primary team.

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

CLASSROOM ASSISTANT & SUPPORT POSITIONS

• Teaching Assistant/Interpreter

Classroom Ltd is looking to recruit a TA / interpreter to work in one of our special needs schools in East London. The school caters for a range of special needs but the particular position we have is to work in a class where the class teacher is hearing impaired. Due to the teacher being HI you will need to help to interpret for the rest of the class. It is essential that you have BSL Level 2 and a lip speaking qualification.

This position is to begin straightaway pending on reference checking etc and will be a long-term post. The school is a large school very well managed.

• Half day Learning Support Assistant

We currently have positions that require an LSA to work mornings only – 8:30am till 12noon. The positions are to either work on a one-to-one basis with a student in a nursery class who has autism or to work as a general support assistant in a nursery.

These positions are in East and South London and are on a long-term basis. We also do have daily work which is half days so please still send you CV in if you’re not able to commit to a long-term position.

• Learning Support Assistant

We currently have a position to work as a Learning Support Assistant within a mainstream secondary school in Bromley. You will be working on a one-to-one basis with a year 8 student who is very vulnerable and is currently in transition to the school.

The position requires someone to help her throughout the day making sure she is ok and to general support her in class. It requires someone who has a patient and caring personality. You will need to have experience working in a school environment and it would be beneficial if you’ve worked on a one-to-one basis previously.

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

Guest Blog: An invitation to a Special Needs school's Christmas performance

Today's guest blogger is Eleanor Esson, a consultant in the Special Needs division of Classroom. At this time of year many of the consultants at Classroom are lucky enough to receive invitations to various schools' Christmas productions. Eleanor relates her experience at one such performance below:

On Wednesday, a colleague and I had the privilege to be invited to a lovely SLD (Severe Learning Difficulties) school in Croydon to watch their annual Christmas concert. As a relatively new consultant at Classroom I was not sure what to expect at an SEN concert.

Pupils at this school have a range of Needs, some more severe than others. The pupil’s disabilities in this school would include Severe Autism, Global Delay and Down Syndrome. This would mean that some students may be non-verbal and some may have physical and medical conditions.

Upon arrival at the school we were warmly greeted by very friendly staff, and had coffee with parents. The atmosphere was buzzing as the parents excitedly awaited their children’s performances. This was my first realisation how much more this play would mean to the parents of children with disabilities. Our own lives can seem so far removed from the difficulties that occur in day to day life for not only SEN pupil’s but also their families.

We took our seats behind post-16 pupils who all eagerly anticipated the arrival of their their fellow students. With a burst of music, lights and clapping; we were treated to spectacular performances from each class including music from the 70’s, high school musical and many Christmas songs.

The performance though that I was most struck by, was a wonderful rendition of Michael Jackson's Thriller. The pupils wore fabulous zombie costumes that each pupil had made by hand. Their movements and timing through-out were fantastic. The efforts of the students and their dance teacher had certainly paid off as we all sat captivated by what really was a stunning performance.

After the show I observed one boy proudly showing his older brother all the work he had done that term. This experience really showed me that with the support and guidance of dedicated family and school staff, so much can be achieved by pupils with SEN. The true spirit of Christmas had really shone - The staff and pupils in this school are true inspiration to us all.

Thank's Eleanor. Have any of our other readers been moved by a school Christmas production? Its definitely a highlight of the Consultant's year at Classroom!

Guest Blogger: Bryn the Brit on TA's Versus LSA's!

Our Guest blogger today is Bryn Morin who is currently working as a Learning Support Assistant with Classroom. She is an avid blogger herself and I cannot recommend her Bryn the Brit postings more highly.

Bryn hails from Canada like many of our wonderful teachers and support staff who are here teaching in London and she has kindly allowed me to repost her recent blog where she talks about the differences between Teaching Assistants and Learning Support Assistants. It's a superb post and well worth taking the time to read:

In the short time I've been here, my job title has shifted from Teaching Assistant to Learning Support Assistant. These terms can sometimes be used more or less interchangeably, but at my school, it's an important distinction.

Every classroom has a TA. TAs assist in teaching and controlling the whole class. LSAs, on the other hand, are assigned to specific pupils who have been identified as requiring one-to-one support. There is some overlap, of course... I do help out with other things, but my assigned student is usually my first priority.

The required qualifications (having experience working with children) are technically the same for both roles, but I think most people are probably better suited to one or the other. I, for example, am definitely better off working as an LSA. I just like it better. But during my interview, the Head Teacher told me that there's no way she'd be able to stand working with the same pupil day in and day out. Different personality types, I guess.

So what does it take to be a great Learning Support Assistant?

Patience

When you're working with a child who has Special Educational Needs (SEN), learning and progress are bound to be part of a gradual process. Patience, understanding, and the love of a good challenge in this regard are absolutely vital.

Adaptability

Often, children with SEN require information to be presented to them in a variety of ways, and you may find yourself having to think up many new tricks on the fly. A solid understanding of pedagogy, as well as knowledge the child's individual needs, will help with this. Depending on what their needs are, their behaviour may also be unpredictable and you must be equipped to deal with that.

Ability to multitask

Your official role may revolve around one particular child, but that child does not exist in a vacuum. You will find yourself having to get involved in classroom management, administrative tasks, and teaching or assisting other pupils. You may also have to work in small groups with children who all have wildly different needs. Rarely will you find a moment when you don't have 5 or 6 children all trying to get your attention at the same time. You must be able to manage all of this at once, while still ensuring that your assigned pupil's needs are being met.

All of those qualities could be applied to being a TA, as well. But there's one more magical ingredient that's difficult to put into words.

What I love best about being an LSA is forming a bond with my student and watching her grow. It is a very personal experience and, for me, a very rewarding one. There have been days when I've gone home absolutely glowing, all because she successfully spelled a word, remembering to put the letters in the correct order. She and I celebrate many small victories together. She's rewarded with praise and stickers; I'm rewarded with big toothy grins.

To be a really great LSA, I think, you need to believe there's nothing better in the world than that.

Thanks Bryn - a great blog and a great description of what is needed to be a superb Learning Support Assistant. What do other readers think? Are there any other important qualities a person may need to indeed be a truly effective LSA?

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 SCHOOL VACANCIES

• General Science Teacher - Central London

A very popular and oversubscribed Secondary school in Central London are looking for a General Science teacher for a Maternity Cover post starting December 2009 or January 2010. The duration of this post will be 6 months to 1 year.

You would be required to teach general Science to KS3 and GCSE students. The school has not specified a particular specialism but have stressed that they require someone with strong classroom management skills who will be able to get started with minimal support. In return, they offer the highest rates for professional and experienced teachers.

This school also boasts excellent facilities in a brand new building. The staff are known as being very supportive and they have very good training programs in place for Overseas trained teachers and NQT’s.

• ICT and Business Studies Teacher - East London

A large, mixed comprehensive school in NE London are looking for a teacher of ICT and Business Studies to teach up to GCSE Level. They ideally require someone trained in ICT with Business Studies teaching experience as most of the timetable covers ICT. The duration of this post is 2 terms in the first instance with the possibility of a permanent post thereafter for the right candidate.

This would be a fantastic opportunity for someone who would like to work in a dynamic, forward thinking environment with supportive management. The school also has excellent facilities with a brand new building.

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

SEN TEACHING VACANCIES

• MLD Teacher

We currently have a vacancy in South London at a primary MLD school starting in January. The school supports students with moderate learning difficulties at both primary and secondary levels. They are currently looking for a teacher for a year 3 class in the school. The position starts in January and is long term until the end of the academic year. The majority of students in the class will be on the autistic spectrum however other needs include dyspraxia, Down’s syndrome and other complex needs.

Experience with students with special needs is essential for this post and knowledge of PECS, Makaton and other communication techniques is desirable. Teachers must also be familiar with IEPs and annual reviews.

Please contact the SEN team on 020 7636 0600 or alternatively email us at sen@classroomteachers.co.uk

CLASSROOM ASSISTANT & SUPPORT VACANCIES

• Special Needs Support Assistant (East London)

Classroom Teachers are currently looking to recruit experienced Learning Support Assistants who have experience working with students who have severe learning difficulties. You will need to have worked in a school environment or as a carer with special needs adults or child.
We have been inundated with daily and long-term bookings to begin straight away so it is essential that you have a recent CRB check. You will need to also have the following:

TWO WRITTEN REFERENCES OR REFEREE DETAILS. ONE MUST BE CHILD RELATED

THE RIGHT TO WORK IN THE UK

EXPERIENCE WORKING WITH CHILDREN OR ADULTS WHO HAVE SEVERE LEARNING DIFFICULTIES

• Learning Support Assistant (South East London)

Classroom Teachers are looking to recruit a Learning Support Assistant to begin in Janaury in a mainstream primary school. The position is to work on a one-to-one basis with a boy in year 1 who has quite severe autism. The student is able to learn and communicate but boundaries need to be set to keep him focused. This position is to go through Classroom on timesheets but the school would possibly like to take the right person onto a permanent contract. Please only send your CV if you have the relevant experience and the following:

TWO WRITTEN REFERENCES - ONE CHILD RELATED

THE RIGHT TO WORK IN THE UK

EXPERIENCE WORKING WITH AUTISM

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

PRIMARY SCHOOL VACANCIES

• Reception Class Teacher

An excellent school in East London requires a Reception class teacher to start in January 2010 and teach through till July 2010. You must have foundation teaching experience and you must have experience teaching here in the UK. You'll be a committed team player who is willing to work hard. This is a very supportive school and the successful teacher will enjoy a superb environment to work in.

• Year 6 Support Teacher

You will have more than a year's experience of teaching in the UK and you must have upper KS2 teaching experience. This school requests only teachers who have taught their own class previously although this role does not involve your own class. You will be team teaching in Year 6 and taking the PPA classes in YEar 6 and also working with the Year 6 students in small groups to support them during this important academic year. You will be rewarded with an excellent rate of pay. This school is located in East London.

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.

Teachers TV - A video for Teaching Assistant's to help control angry classroom behaviour!

To all Teaching Assistants out there working for Classroom and beyond, please watch this excellent video from Teachers TV which gives some extremely useful techniques for coping with a students angry behaviour, whether you work with a child one to one or in a whole class setting.

Are there some useful techniques on here? What strategies do you use in the classroom? Do our teachers who are here teaching in the UK have any ideas to help Teaching Assistants in class - after all its a team effort?!

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.

PRIMARY SCHOOL VACANCIES

• Year 1 Teacher

A large primary school situated in London borough of Lambeth is seeking an experienced teacher to take a Yr1 class. The post is to start asap and will continue right through to July 2010 for the right person. Ideally this school is looking for a KS1 specialist teacher that has held a long-term KS1 position in a UK based school. For this position you will need to have very good classroom management skills and excellent planning. As this is the first term of a new school year you will need to be able to forge a good relationship with this class quickly and hit the ground running and carry this Yr1class forward to prepare them for Yr2 come September 2010. If you have the experience and necessary skills and abilities to take on such a challenge, we would love to hear from you.

• Year 3 Teacher

A great school in the borough of Greenwich is looking for a Year 3 class teacher to start in January through to summer 2010. You should have a good understanding of the lower KS2 curriculum and you MUST have UK teaching experience. This school also places an emphasis on Phonics teaching and so you must be confident with phonics. This is a great school and a great opportunity.

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

SECONDARY SCHOOL VACANCIES

• ICT Teacher

One of our most popular grammar schools is looking for an ICT teacher to start with them in January. They are looking for someone that can ideally commit for two terms and be able to teach ICT up to A level. The school achieves outstanding results and is always popular with our teachers. Supply teachers are well supported and assisted. The school does expect a high standard of teaching to be maintained and your committment and dedication to the school will be rewarded.

UK teaching experience is beneficial however not essential. In order to apply for this job you will need to be a fully Qualified Secondary ICT teacher and hold a current enhanced CRB and updated teaching references. The school will be short listing in the next few days so please send your CV ASAP if you are interested.

• Maths KS 3 and KS 4 – January start

A lovely girls’ school in South West London requires a Maths trained teacher with UK curriculum experience to join the maths department in January. This post could be up until the end of the school year.

• ICT Teacher (KS3 & 4)

An opportunity for a long term ICT teacher to be part of a large Comprehensive School in South East London. Good curriculum knowledge essential. In return you will be part of a brand new school with excellent resources. This post will commence January for a minimum of one term and could go on longer.

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

SEN TEACHING VACANCIES

• MLD Teacher

We currently have a vacancy in South London at a primary MLD school starting in January.

The school supports students with moderate learning difficulties at both primary and secondary levels. They are currently looking for a teacher for a year 3 class in the school. The position starts in January and is long term until the end of the academic year. The majority of students in the class will be on the autistic spectrum however other needs include dyspraxia, Down’s syndrome and other complex needs. Experience with students with special needs is essential for this post and knowledge of PECS, Makaton and other communication techniques is desirable. Teachers must also be familiar with IEPs and annual reviews.

• EBD Teacher

Classroom is looking for exceptional teachers who are up for a challenge! We currently have a position for a teacher in an EBD school in South London for a female teacher to work 1:1 with students with learning difficulties and EBD.

The ideal EBD teacher will:

Be able to cope with strong, wilful personalities.
Engage pupils to enable dialogue.
Be active in looking to build on pupils' strengths, skills and personal resources.
Have strong classroom management skills.

Please contact the SEN team on 020 7636 0600 or alternatively email us at sen@classroomteachers.co.uk

CLASSROOM ASSISTANT & SUPPORT VACANCIES

• Nursery Assistants - South and East London

Classroom Teachers currently have a high volume of positions to work as a Nursery Assistant within mainstream primary schools. You must have previous experience working with children from 3 years upwards and have knowledge of activities to do with this age group. The hours will be a normal school do from 8.30-3:45, however we also do have some early years centre who have an early and later shift. These positions are long-term and also day-to-day bookings.

Please only send your CV if you have the relevant experience and the following:
* You’re able to provide references that cover the last two years of your employment, one of which needs to be child related
* The right to work in the UK
* Recent CRB check
* Experience working with children in early years

• Nursery Nurse - South East London

Classroom Teachers have positions in South-East London to work in mainstream primary schools working as a qualified Nursery Nurse. You will be working in between the nursery and reception class helping children with their play, learning, educational and social development. If you have experience working with early years children but don’t have the qualification, please do still send through your CV.

Nursery Nurses need to hold a relevant child care qualifications such as:
* CACHE Level 3 Diploma in Child Care and Education
* BTEC National Diploma in Children’s Care, Learning and Development
* NVQ Level 3 in Children’s Care, Learning and Development

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

Compulsory Sex Education: Good news?

It has recently been in the news that the government have announced a decision to make sex education compulsory for all pupils. To clarify for those of you teaching in the UK either through Classroom or other mediums, sex education will be taught in both Primary and Secondary schools but parents will have the option to opt their child out of these lessons until the age of 15 when all students MUST receive at least one full year of sex and relationship lessons. Any students who might refuse attendance for religious or moral reasons could possibly be punished by the school for non attendance. Until recently, parents have been able to pull their children out of classes which might cover contraception, STD's and homosexuality. This will no longer be possible. As one might imagine, Roman Catholic and Muslim groups are strongly opposing the legislation.

The government have backed up their decision by providing the following statistics: Teenage pregnancies are on the rise and in 2007 there were 41.9 conceptions per 1000 15 - 17 year olds which was up from 40.9 the previous year. Whilst currently all school children must be taught the biological facts of life - the new curriculum will cover marriage including civil partnerships and more relationship issues as well as the sex basics! The governments own research has shown that this new legislation is heavily opposed. Its certainly a sensitive issue.

Sarah Ebner in her superb Times ed blog is certainly on the side of the government in making these sex lessons (covering all aspects of sex AND relationships) mandatory and I am inclined to agree with her thinking. She is quite right in her suggestion that surely all children should "learn about their bodies, relationships, careers and sex education" and that schools "should have some leeway in how these subjects are taught". In fact Ebner goes as far as to suggest that parents will still be able to opt their children out of these lessons up to the age of 15. Her concern is that its the children of parents who opt out who probably need the information the most.

I certainly agree that not knowing about sex is more dangerous than being informed. Surely schools have a right to educate and inform and this should include looking at relationships (both heterosexual and homosexual), boy/girl differences, body image etc? Knowing just the biology of sex isn't always enough and won't necessarily get to the root of the growing teenage pregnancies and failing sexual health of the UK's teenagers. A lot of critics have suggested that it's a parents job to educate on these matters and that's true, but as Ebner points out, not ALL parents will have these conversations with their children and if they do then great, schools will simply be reinforcing what the parents have taught.

Surely the critics need to reassess? At the end of the day the government is not advocating the teaching of "how to have sex" or promoting sex in any way, shape or form. The lessons will form part of a clear curriculum covering not only sex and sexual health but relationships, drugs, bullying and more. Invaluable surely?

Its a contentious issue for sure. What do readers think? Should sex education be mandatory or (given certain religious and ethical issues) should the opt out clause remain in place?

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.

SEN TEACHING VACANCIES

• SLD Teacher

Classroom teaching agency has a maternity cover position in a lovely SLD school in North London. The position is starting in January and is for 2 terms.

The school supports students with severe learning difficulties. Some of the children exhibit challenging behaviour and many of them are non – verbal. The school are looking for an experienced teacher who has worked in SEN schools in the past and is familiar with the needs in the school, IEP’s etc. They should be able to think on their feet and cope well in a stressful environment.

This is a long term position to work in a year 1 and 2 class so experience with this age group is beneficial but not essential.

Please contact the SEN team on 020 7636 0600 or alternatively email us at sen@classroomteachers.co.uk

CLASSROOM ASSISTANT & SUPPORT VACANCIES

• Special Needs Support Assistant (Bromley area)

We currently have a position to work in a mainstream primary school working with students who have special education needs. You will be working one-to-one with students who may have autism, downs syndrome and emotional and behaviour difficulties. The position requires someone that does have previous experience working with special needs children. We currently have day-to-day and block bookings to fill in this in area.

Please only send your cv if you have the following:

• Recent CRB Check
• Minimum of 3 months experience of working with children
• 2 years of references - must be child related
• The right to work in the UK

• Higher Learning Teaching Assistant (South London)

A mainstream primary school is currently looking for a Higher Learning Teaching Assistant to work in Key Stage one classes. You will be working very closely with the class teacher and working with small groups of students helping to improve their numeracy and literacy skills. The placement requires you to have an extensive amount of experience working as a Classroom Assistant with key stage one or two or have worked as a Higher Learning Teaching Assistant previously. This position is long-term to begin straightaway through till the Spring term 2010.

Please only send your CV if you have the following:

• An up to date CRB
• At least 3 months experience of working with children
• 2 years of references - child related
• The right to work in the UK

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

SECONDARY SCHOOL VACANCIES

• Science (Central London)

One of our Secondary mixed comprehensives in central London is looking for a Science teacher for a January long term. They are looking for someone that can ideally commit for two terms and be able to teach General Science and Biology to KS4. The school will be short listing in the next few days!

• Science (South East London)

All boys Secondary school in SE London is looking for a General Science teacher for January. You will be required to teach Science and also cover ‘general cover’ lessons where required. The school has a very good reputation and has sports status so they are inclined to offer extra coaching responsibilities to teachers that are interested.

• Music (Central London)

Large mixed comprehensive with excellent Music department seeks an enthusiastic, motivated Music teacher for January. There is potential for this job to go perm if all goes well. Woodwind and Strings experience would be beneficial!

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

PRIMARY SCHOOL VACANCIES

• Year 5 Class Teacher

A large primary school in South East London requires a Year 5 class teacher to start in Jan 2010. You should have experience of working in upper KS2, preferably in the UK. A sound knowledge of Phonics is also very important. This position is until the summer term, July 2010.

• Reception Class teacher

A small infant school in the borough of Croydon requires an experienced Foundation stage practitioner to take on a Reception class which starts in January. You should have a clear understanding of the UK foundation curriculum and have good behaviour management skills. UK is experience is a MUST.

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!

Tormented by the Under Fives....

Can children as young as 3 years old really cause chaos in the classroom? Are there really 3 year old bullies using violence in schools and intimidating teachers and other pupils?

When I first read the article published in The Times by Frank Furedi about toddlers terrorising their teachers I was shocked and more than a little sceptical. How can a very young child threaten an adult? It seems that they can.....

Frank Furedi's article looks at government figures which show that more than 1000 pupils aged 4 or below were suspended from state schools and nurseries in England last year. The figures also reveal that children of the same age group have been expelled for "racist behaviour, sexual misconduct and theft". Going further the figures reveal that 390 children were sent home from school in 2007 for a racist offence and 240 suspended for sexual misconduct.

In his article, Furedi questions if young primary pupils are turning into "sexual predators or racist zealots". One might be tempted to agree until, like Furedi you stop and think about what this means.

Perhaps this is only an opinion but surely children as young as 3 cannot be held accountable for an innapropriate comment or action? Furedi believes that the issue is more about an obsession in society to control children by means other than exercising child authority. In other words - telling children off isn't enough today and neither is explaining to a young child why their remark or action was wrong. Instead, teachers today are relying on the bureacracy of warning letters to parents and school suspensions rather than dealing with the issue directly.

Furedi is correct in pointing out that authority in British schools is struggling. Gaining respect from even very young students is tough. Many teachers can I am sure give examples of occasions where they have felt uncomfortable or even threatened and perhaps the biggest issue facing teachers is the fact that they feel helpless to deal with the situations without fearing they will be accused of stepping over the line either by parents or by colleagues. Furedi points to an example where a teaching assistant was reprimanded at her school for raising her voice and pointing a finger at a child who had just bitten her! Instead of being able to deal with the bad behaviour there and then she was expected to write a report about it. She felt helpless and resented the fact she was not trusted to do her job.

Perhaps the bad behaviour noted in Furedi's research is because of an adults changing response to a situation rather than a epidemic of bad behaviour developing amongst very young children. Furedi points to an example where a 4 year old calls a classmate "gay". Is it right for a teacher to interpret this as homophobia? Is it right to treat young children to the same moral standards as those we impose on an adult society? If we do then perhaps it is easier to understand why 3 and 4 year olds are being expelled for racism and sexual misconduct.

So if the children aren't changing but the way in which we deal with them is - where do we go from here? I for one do not feel qualified to answer this one but it is certainly food for thought.

As professionals who are here teaching in the UK Your views on Frank Furedi's article would we welcomed.

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!

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.

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.

Can a teachers private life be private?

The behaviour of teachers has long been of public interest. This was again proven when Music teacher Helen Goddard was sentenced for her relationship with an under age pupil. It's not the first time the press has run such a story, and it no doubt won't be the last though in the scheme of things, it has to be said that incidents such as these are pretty rare. What happens however if the focus shifts to a teachers more general behaviour? Should a teacher maintain a certain level of decorum in their private lives or should a teacher's private life be just that - private?

The General Teaching Council (GTC) will in October be launching its new code of practice for teachers. It is already proving quite controversial, in particular because one part of the code suggests that teachers should ‘Maintain reasonable standards in their own behaviour that enable them to maintain an effective learning environment and also to uphold public trust and confidence in the profession.’ What exactly does this mean? Some critics have suggested that a teacher might not be able to drink or smoke in public for fear of bringing teaching in to disrepute! Will a teacher have to be constantly aware of who is around them in case they are spotted by student or parent? This question is a valid one if critics are correct in suggesting that people will be encouraged to report on "teachers who behave badly"!

I think every reader of this blog would agree that teachers should indeed behave well and have a responsibility to their profession as a public key worker - just as doctors and other key workers are. The question is how far we take this? Should teachers really be expected to maintain higher standards than the rest of us?

The Chief executive of the GTC, Keith Bartley has responded to the critics who say that the new code is too intrusive in to teachers' private lives and has said ‘We are absolutely explicit that the code does not in any way intrude into teachers’ private lives.’ Read the full article here. Here at Classroom we too have a code of conduct for our supply teachers but this refers more to behaviour within the Classroom and on school premises and does not touch on behaviour in public life.

So what do you think? Do pupils see their teachers as role models and therefore should certain levels of behaviour be maintained in public by teachers?

Guest Blog: Is it all in the name?

Our second guest blogger is Nicole Morgan, a consultant here at Classroom who works in the Primary team. She is taking a look at whether you can judge a student by his or her name! Read on:

New term, new class, new names to learn. September each year inevitably brings with it a fresh bunch of ‘darlings’ still bubbling with the excitement of the summer, some fresh faced and ready to learn, others less so perhaps. So, as you cast your experienced eye over the register of this year’s cohort what images spring to mind? Will you need to watch out for Connor clobbering Callum at morning break? Will this year’s Brandon be as brutal as last years and will Elisabeth be the one educating YOU in Science this afternoon?

A recent online survey by parenting organisation Bounty.com explored the dialogue surrounding school children’s names. Of the 3000 teachers surveyed, nearly half admitted to possessing pre-conceived ideas of the characteristics and behaviour of a student based on their name alone, prior to their stepping foot into the classroom.

Topping the list of the ‘naughty’ names are both Callum and Connor for the boys coupled with Chelsea and Courtney for the girls, whilst the teachers surveyed seem to have agreed that the Alexanders, Adams and Elisabeths of the class tend to exhibit signs of being the brightest students. Of course, as Faye Mingo of Bounty stresses, ‘Teachers are only human and make assumptions like the rest of us’. One teacher, whose thoughts are cited in McDonagh’s times article, Names that mean trouble, reinforces these thoughts; ‘I went through my new class list and mentally circled the ones I thought would be most difficult. I reckon I have a 75% hit rate’

Top Ten Naughtiest Boys & Girls Names

1. Callum & Chelsea
2. Connor & Courtney
3. Jack & Chardonnay
4. Daniel & Aleisha
5. Brandon & Casey
6. Charlie & Crystal
7. Kyle & Jessica
8. Liam & Brooke
9. Jake & Demi
10. Brooklyn & Aisha

There are also perhaps some parallels to the adult world to be drawn here? The caddish characteristics of Callum Best and the wild ways of Courtney Love seem, if past press coverage is anything to go by, to have extended way beyond their childhood classrooms?!

It is perhaps noteworthy that another result of Bounty’s survey shows the overlap between the naughty and the popular; Jack, Daniel, Brooke and Courtney all feature on both top ten lists respectively. 57% of the teachers involved in research confirmed these findings by adding that the naughty children often find it easier to make friends and gain popularity than the their well behaved counterparts.

McDonagh, also notes in her recent Times article, ‘children who are called after places, or characters and actors in soaps and American sitcoms are likely to come from families who not only watch soaps but terrifyingly model themselves on them. Their children behave accordingly.’ A broad statement to make indeed, but could there be some socially founded link between the namers, the names and the behaviours exhibited? Food for thought perhaps…

As those teaching in this years classrooms, we’d love to hear your thoughts on this discussion; does a cheeky Charlie or a brainy Becky feature on your register?