Accountabilities | Accountability Statements |
Support for Students | - To supervise classes of students using material planned by a teacher to engage students in learning activities.
- Establish productive working relationships with students acting as a role model and setting high expectations of work and behaviour.
- Assisting the inclusion of all children to ensure optimum learning opportunities including dealing with behaviour issues in accordance with the school behaviour policy, in both academic and pastoral settings.
- Respond to students’ general queries and keep them on task.
- Report any concerns about individual students to the appropriate person e.g. Pastoral Support, Head of Year and Tutor.
- Assist teaching staff when not required to cover lessons (as directed by SENDCO)
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Support for Teachers | - Provide objective and accurate feedback to the teacher on the conduct of the lesson including keeping appropriate records as agreed with the teacher.
- Comply with instructions requested by the usual class teacher.
- Promote positive values, attitudes and good student behaviour, dealing promptly with conflict and incidents in line with established policy and encourage students to take responsibility for their own behaviour.
- Take responsibility for any follow up action required, such as recording sanctions or rewards on Arbor.
- Act as a support tutor as and when required.
- Support classes on an alternative timetable as directed by the SENDCO.
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Support for Curriculum | - Make appropriate use of equipment and resources.
- Comply with lesson plans and instructions from class teacher.
- Review the quality, quantity and suitability of the work set and report any issues to the Head of Centre and the Cover Manager.
- Maintain a bank of resources for use in case of emergency.
- Take part in/accompany students on school day trips and/or residential visits.
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Support for the school | - Be aware of and comply with policies and procedures relating to child protection, equal opportunities, health and safety and security, confidentiality and data protection, reporting all concerns to an appropriate person.
- In line with the operational needs of the school, undertake other duties (e.g. supervising examinations) when needed.
- Participate in training and continuing professional development, which may include after school whole staff inset sessions.
- Attend relevant school meetings as required.
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Corporate and Statutory initiatives – equalities/health and safety/e-government/ sustainability | - Maintain an awareness of school, national and statutory policies and requirements and apply these in the workplace.
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The key decision making areas in the role |
- A cover supervisor will deal with student behaviour/pastoral issues and make judgements when to refer incidents to a senior member of staff/class teacher/Head of Department/DSL.
- A cover supervisor will work without the close presence of a teacher.
- A cover supervisor will be required to produce general feedback to the class teacher and keep records as appropriate. As such the post holder will decide on what feedback to give.
- Making decisions about the management of the learning environment throughout the lesson.
- Make judgements on the appropriateness of the quality and amount of work that has been set.
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The role dimensions – financial (e.g. budgets) and non financial (e.g. units, workload, staff) |
- A cover supervisor undertakes whole class, grouped class and individual supervision in the absence of a class teacher.
- There are no financial responsibilities attached to this post.
- Complete school supervision duties during break/before school.
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The main contacts – external/internal contacts |
- Internal (in school) – students, teachers, line manager, On Call, inclusion team, Child Protection officer, Matron, Head teacher and governing body.
- External (outside school) – (usually under the direction of the teacher or line manager) parents/carers.
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Working conditions – environment and physical effort or strain |
- School and classroom based learning environment (sometimes significantly constrained in terms of space/equipment/seating) – responsibility for maintaining safe, calm working atmosphere.
- Expected to maintain behaviour management standards for children, some of whom can be especially challenging and difficult, and deal with racial/abusive language and bullying.
- Health and Safety responsibility for self, children and area which is particularly demanding in a child centred environment.
- Designated office area for the Cover Supervisor team to work in and store personal items.
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Context/additional information |
- Due to the nature of the role, the post holder will need to adapt to different classes and groups of children and will therefore need to demonstrate flexibility.
- It has a highly confidentiality component and needs to hold the trust of both students and colleagues. It may include acquiring information on child protection/family sensitive issues which must be treated carefully and appropriately.
- A cover supervisor must be flexible, work as a team, use initiative and be able to work under pressure.
- Can volunteer for paid lunchtime supervision.
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