Job Description

NB: The Regulation Station is a start up Alternative Education Provision working with a wide range of people with varying needs. We have designed a rigorous selection process, as it is important that we identify candidates with a particular set of characteristics and skills that want to work and grow with the organisation.

Please note that submitting your CV is an initial screening process. If successful you will be sent an application form and pre interview assessment to complete before being invited to interview. We hope that you have a passion for making a difference and will complete the process to the best of your ability.

and Personal Specification

Job title:

Deputy Head of Provision/DSL

Place of work:

The Regulation Station, Dunstable

Hours of work:

Full Time

Salary/Grade:

Leadership Scale

Reports to:

Head of Provision

Level of screening:

Enhanced

Who we are

The Regulation Station CIC is all about 'training the future', building strength from vulnerability and preparing children and young people, not only to learn and to do well in exams, but to do well in the world and in life.

We aim to address the susceptibility of children and young people to poor social and academic outcomes due to poor mental health; academic and social exclusion and systemic inequities.

The Regulation Station is passionate about the impact early intervention can have on long term life outcomes for children and young people using Dialectical Behaviour Therapy (DBT) self-regulation skills training with children and young people, aged 9-14, that are at risk of, or experiencing, social and academic exclusion and mental health challenges.

The aim of the intervention is to increase the likelihood of children and young people achieving positive academic and personal outcomes by offering educational assessment to identify potential underlying learning and developmental difficulties and access to a personalised curriculum.

Our Values

Take care of yourself and others Be accountable for your actions and their impact Embrace vulnerability as a source of strength If it's not good enough for you, it's not good enough for anyone else Know what you want to achieve before you begin Be aware of your power and use it wisely Take time to stop and smell the roses

Our Core Principles

All behaviour is communication Those we work with are doing the best they can and want to improve Those we work with need to do better, try harder and be motivated to change Those doing the work also need support

What does good look like for this role?

You are a Senior Leader who is passionate about engaging the whole student; not just to pass an exam, but to be able to complete day to day activities to a high standard with confidence.

You understand that our students often require support to build trusting relationships and you have high expectations and a belief that they can succeed given the right support.

You can quickly create positive relationships with colleagues working in a way that shows staff are valued and inspires them in their work.

You are adaptable and unflappable in a crisis, proactive in problem solving and able to improvise. You are comfortable with and experienced in both strategic planning and operational management including Teaching, Learning and Assessment and Safeguarding and Pastoral areas.

You are skilled enough to ensure the effective provision of teaching, behaviour and therapeutic support to children who attend The Regulation Station and to take responsibility for the education and welfare of a designated group of students in accordance with the requirements and conditions of the School Teachers' Pay and Conditions document. You can lead by example as an enthusiastic, efficient, and highly effective teacher as set out in the DfE Teacher Standards.

You are experienced in Safeguarding and promoting the welfare of children and are as comfortable in a multiagency meeting as you are getting involved in activities and games with the students.

Main Duties and Accountabilities

Take a lead in ensuring the development of a positive ethos across the Provision, in which all staff have a strong commitment to the core principles. Ensure recognition of social and emotional development is included in all assessment and monitoring. Line Manage staff within the Provision. Report to the Head of Provision and Directors regarding quality of Teaching, Learning and Assessment Update and maintain Quality Assurance for Teaching, Learning and Assessment Provide leadership, including training, guidance, and support for staff at all levels to ensure that both students and staff are supported in Teaching, Learning and Assessment Provide leadership and management to teaching and support staff to improve the provision for students with behavioural, emotional, mental health and social issues. Daily operational management including, but not limited to timetabling, staff absence, duty rota and start/end of day meetings. Analyse student data, evaluate the impact of interventions and facilitate the sharing of outstanding practice. Ensuring consistency of work across the Provision and within Provision policies To provide Leadership in areas of Teaching, Learning and Assessment, as agreed with the Head of Provision. Working in collaboration with the Head of Provision to deliver the Provision's strategy to achieve high levels of student reintegration to a mainstream setting. Representing the Provision where and when necessary. Communicate effectively with parents and carers of students. Take a strategic role in the development of new and emerging technology to enhance and extend the learning experience of young people. To work effectively with the full range of external agencies to ensure high quality support for students and families and to ensure early intervention.

Safeguarding

CONTEXT:

All staff are required to support the values and ethos of The Regulation Station and development priorities as defined by the Directors. This will mean focusing on the needs of colleagues, parents and students and being flexible in what can often be a busy, pressurised environment.

Because of the nature of this job, it will be necessary for the appropriate level of Disclosure and Barring Service check (DBS) to be undertaken. Therefore, it is essential in making your application that you disclose any convictions or cautions (excluding youth cautions, reprimands or warnings) that are not 'protected' as defined by the Ministry of Justice. The DBS check will reveal both spent and unspent convictions, cautions and bind-overs as well as pending prosecutions, which aren't 'protected' under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975 (2013 and 2020) and check to establish that a person is not barred from 'regulated' activity as defined by the Safeguarding Vulnerable Groups Act 2006.

Guidance about whether a conviction or caution should be disclosed can be found on the Ministry of Justice website.

The fact that a pending prosecution, conviction, bind-over or caution has been recorded against you will not necessarily debar you from consideration for this appointment.

In the event of employment being taken up, any failure to disclose relevant convictions will result in dismissal or disciplinary action by the provision.

Applicants must be willing to undergo child protection screening appropriate to the post, including checks with past employers.

The Regulation Station is committed to safeguarding and promoting the welfare of children and expects all staff to share this commitment.

Deputy Head of Provision/DSL

Person Specification

Qualifications

Qualified Teacher Status or Qualified Teacher of Learning and Skills It is a requirement that the post holder has attended/will attend local safeguarding training that complies with national guidance. Recent relevant professional development (last 3 years).

KNOWLEDGE

Genuine passion and commitment to improving the life chances of our students. Sound understanding of the processes of Self Evaluation. Ability to use a range of data sources to provide realistic and challenging targets in relation to student achievements. Knowledge and understanding of the role of self-regulation in learning. A sound understanding of curriculum planning, (AFL, differentiation, and progression) Evidence of the use of clear strategies for working with challenging students Knowledge of alternative curriculum and or alternative learning qualifications in various subjects

EXPERIENCE

Experience of teaching students with SEMH profile Experience of writing and implementing effective behaviour targets for students Significant experience of working with students with challenging behaviour/s Successful experience of developing effective teaching and learning and pastoral care for students with additional needs. Demonstrable experience of leading improvement resulting in significantly improved outcomes Demonstrable experience of analysing data to support intervention strategies Substantial and recent experience of teaching pupils/students, with special needs and a range of challenging behaviour, to a high standard Evidence of work with disaffected students who have made good progress both academically and personally. Demonstrable understanding of Safeguarding processes and procedures and legislative duties. Experience of working with clear guidelines, procedures and adhering to safeguarding and child protection

SKILLS & ABILITIES

The ability to develop a clear strategic vision for inclusive practices and a commitment to continuous improvement. Ability to lead, motivate and inspire students, teams, and whole staff. Ability to take responsibility and work with a large degree of autonomy and independence. Ability to develop and lead high quality professional development activities. Highly effective communication skills which engages stakeholders at various levels Ability to network effectively and represent the Provision in the wider community, public and professional. Ability to teach (disaffected and emotionally vulnerable) students effectively across a wide ability range. Ability to quickly establish relationships with young people, vulnerable people, and families with complex needs. Evidence of a reflective and restorative philosophy Demonstrate ability to organise and manage classes to create an effective learning environment. Demonstrate success in promoting the general progress and well-being of pupils and providing guidance and advice on educational and social, contextual issues. Ability to work with small groups of students Ability to work in a team Ability to communicate effectively to a range of different audiences, orally and in writing Ability to write clear reports Ability to work constructively with a wide range of people

Personal Qualities

Demonstrate regular attendance and punctuality. A commitment to maintaining students in mainstream schools. Enthusiasm and capacity for hard work. Demonstrate a high level of resilience -personal and interpersonal teaching skills. Ability to cope with emotionally demanding students and situations. Ability to maintain confidentiality in the light of handling sensitive information. Generate enthusiasm for new ideas in both students and staff and inspire others with confidence and professional autonomy. A solution focused approach to problem solving. A willingness to respond flexibly to the needs of a small team. Ability to resolve conflict

OTHER

Share The Regulation Station values. Awareness of and commitment to Equality & Diversity Further commitment to personal and professional development. Willing to travel and work flexibly. Desire to develop and undertake training as required. Valid driving licence and means of private transport. Good health and attendance record
Job Types: Full-time, Fixed term contract, Temp to perm
Contract length: 12 months

Pay: From 47,185.00 per year

Benefits:

Bereavement leave Casual dress Company pension Sick pay
Schedule:

Monday to Friday
Ability to commute/relocate:

Dunstable: reliably commute or plan to relocate before starting work (required)
Education:

Bachelor's (required)
Licence/Certification:

QTS/QTLS (required)
Work Location: In person

Application deadline: 30/04/2025
Reference ID: TRSCICDHoPDSL