Plan and deliver a progressive physical development programme across the Explore, Semi-Formal and Formal pathways, drawing on the SCERTS and Equals frameworks (specifically referencing the ‘My Physical Wellbeing’ semi-formal and formal schemes of work) and Landon’s Physical Development subject overview.  

Pitch every session to the communication, sensory, physical and learning needs of autistic pupils and pupils with severe learning difficulties, adapting in the moment as needed. 

Develop pupils’ gross and fine motor skills, coordination, balance, stamina, sensory regulation and overall physical wellbeing. 

Provide expert input to colleagues, modelling activity and sharing resources so that the quality of physical development provision is consistent across all classes. 

Monitor and record pupil engagement and progress, contributing evidence towards EHCP outcomes and the School Development Plan. 

Liaise with class teachers and, where relevant, with therapists (for example occupational therapy or physiotherapy) to align physical development provision with individual targets. 

Contribute towards the development & implementation of Landons’ Physical Development curriculum area, considering long-term planning across academic years, key stage, provisions (Primary/ Secondary/ Post-16) and pathways; medium term planning for individual classes/ pupils; progression of skills. 

Provide planned, high-quality cover for classes in order to release class teachers for their planning, preparation and assessment (PPA) time, and to cover classes when the teacher is otherwise absent. 

Use cover time purposefully to deliver the planned physical development programme, rather than as generic supervision. 

Maintain each class’s established routines, communication approaches, behaviour expectations and individual support strategies while covering. 

Work under the direction of the class teacher and follow pupils’ plans, EHCP outcomes, risk assessments and care or health plans and plan sessions which explicitly incorporate individual PLP (Personalised Learning Plan) outcomes.  

Use the dedicated daily planning sessions (8:00 to 9:00 and 15:00 to 16:00) to prepare, resource and refine sessions for the following day. 

Build and maintain a bank of medium term plans, session plans and resources so that provision is consistent and can be picked up by other staff. 

Liaise with class teachers and the leadership team to align sessions with the school’s curriculum and with individual pupil targets. 

Promote the safety, wellbeing, communication and growing independence of every pupil, in line with the ethos Safe. Happy. Learning. 

Support positive behaviour, personal care and, where trained and required, agreed physical-intervention strategies. 

Act at all times in accordance with the school’s safeguarding and child protection policy, reporting any concern immediately to the Designated Safeguarding Lead. 

Engage actively in continuing professional development and reflect on and improve your own practice. 

Where applicable, work towards a relevant qualification or an initial teacher training route; this post is designed to support progression towards teaching. 

Contribute to whole-school improvement priorities and to the evidence base for the School Development Plan. 

Attend staff briefings, meetings, training and INSET as required. 

Contribute to the wider life of the school. 

Undertake any other reasonable duties commensurate with the grade and purpose of the post.