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Focus on improving and ensuring that the quality of neurodiversity support and provision across ESW is at least good and moving towards outstanding. This is to include assessment of quality to inform the prison education, skills and work improvement plan which can be applied across various learning channels, e.g. classroom, industries, work areas, workshops, gym etc.
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Develop and maintain Neurodiversity needs strategy for the prison, incorporating and working with key stakeholders. This should include as a minimum: Curriculum and Learning Progression lead, LSM, Head of Reducing Reoffending (HoRR), Provider education and/or curriculum managers (including regional leads), Employment lead, New Futures Network (NFN) broker, Prison Work Coach, Head of Offender Management Unit, libraries, Information Advice and Guidance (IAG), activities, gym, industries manager, key worker
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Develop and maintain the systems and structures to ensure that delivery of all Education, Skills and Work activity is appropriate to all cohorts. Recommend and test related solutions leading into an improvement plan. Working with Senior Management Team (SMT) to implement, maintain, invest and update it as necessary.
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Manage the collection and collating of Neurodivergent data at local level.
Please see attached job description for further information regarding the role requirements.
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Experience of operating in a specialist neurodiversity role.
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Experience of working within the Special Educational Needs / Additional Learning Needs and Disabilities field.
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Detailed knowledge of OFSTED/Estyn’s EIF (Education Inspection Framework) and further education and skills criteria.
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Substantial teaching experience that has developed a range of strategies for developing accessible and appropriate resources to match the specific learning needs of individuals / cohorts of learner.
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History of developing highly effective partnerships with a range of internal and external stakeholders.
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Worked in a complex multi-agency operational setting to achieve mutual outcomes.
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Experience of setting goals and achieving targets.
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Experience of implementing change, preferably within an educational setting.
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Evidence of innovation and impact in an educational context