Residential Manager

OVERVIEW OF POST
 

The Residential Manager is responsible for the continual development of the Residential Care Curriculum, and day to day management and operation of the department. This involves the line management of all Life Skills Tutors, the development, monitoring and evaluation of curriculum delivery and of assessment, planning and record-keeping systems, to ensure the achievement and progress of all students within the care curriculum.

This job description should be viewed in conjunction with the job descriptions for Senior Life Skills Tutor and Life Skills Tutor.

MAIN RESPONSIBILITIES AND EXPECTATIONS

Knowledge and Understanding
Have a secure knowledge and understanding of the needs of students on the autism spectrum, the Basic Care curriculum, Every Child Matters Standards, residential care standards, the Centre’s aims and priorities and procedures for assessment, planning, recording, monitoring, evaluation and reporting.  Experience of planning for and teaching students with a diagnosis on the autism spectrum.

Planning and Setting Expectations
Lead the development and implementation of the Residential Care Curriculum and ensure appropriate learning programmes and individual targets. Demonstrate consistent and effective planning of activities, courses and individual programmes with clear objectives to meet the needs and raise the attainment of all students including contributing to Centre-wide curriculum developments. Set clear expectations for staff in the department about roles and responsibilities. Management, maintenance and assessment of Care Plans. Demonstrate effective long and short term planning with clear objectives to enable student achievement.

Teaching and Managing Pupil Learning and Care
Ensure curriculum coverage, continuity and progression in the Residential Care Curriculum. Manage the day-to-day running of the department, taking managerial responsibility for the care and welfare of students. Demonstrate consistent, creative and effective use of a range of appropriate strategies for teaching and behaviour management, including visual learning styles and TEACCH principles.  Ensure ICP targets are systematically addressed and met. Lead by example.

Assessment and Evaluation
Demonstrate consistent and effective assessment, record keeping and progress monitoring in accordance with the Centre’s systems. Analyse recorded data and sampled work to continually diagnose students’ needs and to set realistic, challenging targets for improvement. Manage the input from the residential department into Annual Reviews and Reports to parents.

Student Achievement
Ensure Records of Achievement, Care plans etc and all pupil records effectively demonstrate achievement and progress. Liaise regularly with other department co-ordinators to monitor programmes and progress and ensure continuity.

Relationships with Parents and the Wider Community
Establish a partnership with parents to involve them in their child’s learning and development. Provide consistent and accurate information about curriculum, attainment, progress and targets through reports and regular communication. Organise home visits and attend meetings as required and forge links with outside agencies and the wider community. Take a lead role in the promotion and marketing of the Residential Community including student recruitment. Organise Home visits and home programmes and monitor these in conjunction with the link worker. Attend meeting as required, forge links with external and other relevant agencies.

Managing Own Performance and Development
Evaluate and demonstrate the effectiveness of your practice in relation to student progress, targets and feedback from senior staff monitoring and take responsibility for your own professional development and take full advantage of training opportunities, including full participation in in-house training. Prioritise and manage own time effectively in order to balance working with children, managing the department and Centre wide involvement.
 

Managing and Developing Staff and Other Adults
Establish clear expectations and constructive working relationships amongst staff. Evaluate practice and help others to evaluate the impact of their teaching on raising pupils’ achievement. Involve LSTs as appropriate in planning, recording and running activities and give guidance and support as required. Monitor and respond to training and development needs of all department staff. Effectively manage and deploy the LST team on shift.  

Managing Resources
Establish staff and learning resource needs, ensure the effective deployment of staff and the safe and effective management and maintenance of learning resources. Manage staff cover and duty rotas including Sleeping In Duty. Accept responsibility for the department, and work flexibly to accommodate extraordinary circumstances, e.g. taking additional SID or evening duties as the need arises. Taking control of and managing the department’s budget, ensuring all spends are accounted for.

Strategic Leadership
Develop and implement policies and practices that reflect the Centre’s commitment to high achievement, effective teaching and learning. Contribute to the School Development Plan for developments within the department. Provide a positive role model for students and staff through consistent professional conduct.

Any additional duties as specified by the Head Teacher
 

SELECTION CRITERIA

Short listing is based on the extent to which candidates meet the criteria laid out below.

It is therefore helpful to address each element systematically within your application; demonstrating clearly your current status in regard to the relevant qualifications, experience, knowledge and skills.

QUALIFICATIONS

Essential

  • NVQ level 3 or above
  • NVQ 7317 (NVQ Assessors award essential within 6 months of appointment)
  • Working towards NVQ level 4 (achieved within 6 months of appointment)
  • No criminal convictions or cautions that may be relevant to the safety and welfare of students.

Desirable

  • Clean current driving licence

EXPERIENCE

Essential

  • Successful experience of working within a residential provision
  • Successful experience of working with children and or young people with special educational needs

Desirable

  • Successful experience of team leadership or middle management within a residential special needs provision
  • Successful experience of delivering training and/or mentoring other team members
  • Successful experience of working with children and young people with Communication, Socialisation and Imagination Difficulties.  

KNOWLEDGE

Candidates must demonstrate knowledge of

  • CSID and associated conditions
  • All relevant aspects of the Special Educational Needs Code Of Practice
  • The residential care aspects of the Ofsted Framework For The Inspection Of Special Schools.
  • The relevant aspects of the Autism Accreditation criteria and Every Child Matters Agenda
  • Child protection legislation and procedures
  • Safe procedures for manual handling
  • Recognised positive approaches to working with challenging behaviours
  • Anti-discrimination and equal opportunities legislation
  • Key aspects of Health and Safety legislation

SKILLS AND ABILITIES

Candidates must demonstrate the ability to
 

  • Work creatively with students with CSID
  • Promote autonomy, independence and employability for all students
  • Work punctually and reliably
  • Work the hours required to fulfil the role effectively
  • Communicate clearly to a range of other people
  • Motivate others, and to ensure policies and procedures are translated into practice.
  • Assess the performance of others and respond appropriately
  • Produce accurate and legible written material,  plans and reports to meet deadlines
  • Manage budgets effectively
  • Carry out lifting and other physical interventions as required
  • Contribute to the assessment and planning of individual learning programmes for students
  • Form and promote positive relationships with staff, students, parents, the local community and outside agencies
  • Coach, mentor and deliver training to staff
  • Organise workloads and manage own time effectively, including changing priorities
  • Contribute to the School Development Plan

 

To apply for this position please download the application form and, once complete return it to liz.abraham-molloy@ltcharity.org.uk.

 

 

 

Application Form LVS Oxford Feb 141.doc
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Students make good progress in their learning because they are taught well and they follow a good, creative and innovative curriculum that meets their needs.
Ofsted report October 2010
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