While The Bothy provision operates as a dedicated specialist space, it will be an integral part of KEVICC and plays a key role in supporting our inclusive ethos.

This new provision is onboarding its first students currently, and benefits from recently refurbished buildings in a beautiful nature rich setting on the main school site, including small group classrooms, individual work spaces, practical learning spaces for art, science and catering, and an amazing outside garden, orchard and outside classroom.

This provision is designed to support young people to attend school and thrive alongside their peers, and to support our school with its mission to foster inclusion.

Students accessing the Bothy will be able to blend their learning to span from intensive support on academic and wellbeing curricula in the Bothy itself, with access to mainstream lessons and experiences within the main school.

This is an exciting opportunity to be involved in the development and delivery of a new, bespoke provision. The successful candidate will work collaboratively with colleagues to shape a flexible and responsive curriculum offer, supporting personalised pathways with the ultimate aim of enabling young people to reintegrate into education and the wider community in a way that is safe, meaningful and sustainable. Our students require candidates who are equally at home leading small group learning that supports the academic curriculum, supporting students with individual learning goals, or supporting practical elements of the wellbeing curriculum currently in development.

This role requires the ability to fulfil all spoken aspects of the role with confidence and fluency in English.

To discuss any aspect of this role or to find out more about the provision, please make contact with Natalie Clark, our SENDCO, on natalie.clark@kingedwardvi.org.uk 

Key Responsibilities

 Student Support & Intervention

• Work with small groups and individual students with ASD and EBSA, developing strong, trusting and emotionally secure relationships
• Deliver targeted interventions, including therapeutic and emotionally informed provision
• Support students to develop emotional regulation, manage anxiety and re-engage with learning
• Act as a consistent, attuned and reflective adult, modelling calm, supportive and relational practice

 Curriculum Delivery

 Plan and deliver learning activities across a broad and balanced curriculum, including:

• Core subjects such as English and Maths
• Creative subjects including art and music
• Practical and vocational-style learning, including catering
• Outdoor and experiential learning

 Adapt teaching and learning creatively in response to individual needs, interests and sensory profiles

• Support personalised timetables and bespoke pathways across Years 7–11
• Facilitate, where appropriate, supported access to aspects of the mainstream curriculum and wider school opportunities

Outdoor & Experiential Learning

 Play an active role in delivering outdoor learning as a central element of the curriculum offer

• Use outdoor and experiential learning to support engagement, wellbeing, confidence and emotional regulation
• Encourage teamwork, independence, practical skills and positive risk-taking

 Relational & Therapeutic Practice

 Work in a responsive, relational and reflective way, recognising and responding to students’ emotional and behavioural communication

• Apply autism-informed, trauma-informed and attachment-aware approaches to support learning and wellbeing
• Use de-escalation, co-regulation and emotionally supportive strategies during periods of distress
• Contribute to a consistent, emotionally safe approach across the provision and wider school team

 Development of the Provision

 Contribute actively to the development, evaluation and ongoing refinement of The Bothy provision

• Work collaboratively with teaching staff, SEND professionals and external agencies
• Share practice, reflect on impact and support the development of systems, routines and curriculum structures
• Support transitions, reintegration planning and sustained engagement with education and community opportunities

 General Duties

 To undertake such other duties, training and/or hours of work as may be reasonably required and which are consistent with the general level of responsibility of this job

Whole College Responsibilities

• Attend College events as required by the Principal and Senior Leadership Team.
• Work collaboratively across faculties with colleagues and students to ensure the College operates as effectively as possible to achieve its aims.
• Undertake reasonable additional tasks as required to support the needs of the College.

 Person Specification

 Essential

• HLTA status or experience working in a similar role with young peoplee
• Experience supporting young people with ASD and/or EBSA and SEND
• Strong relational skills and the ability to build trusting, emotionally secure relationships
• A reflective and responsive approach to supporting learning, behaviour and wellbeing
• Confidence delivering learning to individuals and small groups across a range of subjects
• Commitment to inclusive, person-centred and emotionally informed practice

Desirable

• Training in autism, attachment, trauma-informed practice or emotional regulation

• Experience working in SEN hubs, ARBs, alternative provision or therapeutic settings
• Experience of outdoor learning, creative subjects or practical/vocational curriculum areas
• Experience supporting reintegration into mainstream education or wider community settings

 What We Offer

• The opportunity to help shape and develop a new, bespoke SEN provision within an inclusive school community and a supportive and collaborative team with a strong relational ethos
• A varied and evolving role responsive to student need and provision development
• The opportunity to make a meaningful difference to young people who have struggled to access education

 This document outlines the duties for the time being to indicate the level of responsibility.  It is not a comprehensive or exclusive list and the duties may be varied from time to time which do not change the general character to the job or the level of responsibility entailed.

 As this post meets the requirement in respect of exempted questions under the Rehabilitation of Offenders Act 1974, all applicants who are offered employment will be subject to an Enhanced Disclosure & Barring Service (DBS) check before the appointment is confirmed. This will include details of all cautions, reprimands or final warnings as well as convictions whether spent or unspent. Criminal convictions will only be taken into account when they are relevant to this post.

 Education South West is committed to safeguarding and protecting the welfare of children. Applicants must be willing to undergo child protection screening appropriate to the post. This includes checks with past employers, an online check of publicly available information, including social media, and an enhanced disclosure via the Disclosure and Barring Service