ST HUGH’S COMMUNICATION & INTERACTION SPECIALIST COLLEGE
Working together for Success
Bushfield Road, Scunthorpe, North Lincolnshire, DN16 1NB
Tel: (01724) 842960 Fax: (01724) 747249
e-mail: [email protected]
Headteacher: Tracy Millard
What Moving from Support Staff to Teacher-Without-QTS means in St Hugh’s
Communication & Interaction Specialist College
Teachers-Without-QTS carry out the same duties as qualified teachers and with groups of the
same size.
Teacher-Without-QTS will receive PPA time equivalent to that of a qualified teacher.
There is no limit to the length of time you can be employed as a Teacher-Without-QTS.
Teacher-Without-QTS will carry out all the duties of a teacher – planning, preparation, assessment
etc. under the direction and supervision of a nominated qualified teacher. Teachers standards will
be used to appraise duties.
You will be expected to have excellent literacy, numeracy and communication skills for
corresponding with parents and other stakeholders.
You will be expected to undertake the pastoral duties of a full class / tutor group Post 16.
You will be paid on the Unqualified Teacher Scale (Unq 1 to Unq 6) and if appointed your initial pay
point on the unqualified pay scale will be the nearest point above your current salary. From there
you will increment each year until you reach the top of that pay scale. You will then need qualified
teacher status to progress further.
You will receive a teachers SEN allowance.
You will be entered into the teacher’s pension scheme (unless you opt out). Any pension
accumulated as a member of support staff will also be carried over. (if requested)
Your hours of working will be that of a teacher (1265 hours) including 5 training days.
Job Description – Teacher-Without-QTS
To carry out the professional duties of a teacher which are:
 to deliver elements of a differentiated curriculum modified for our pupils’ needs

to be responsible for the continued development, monitoring and evaluation of a mixed
ability class group Post 16.
Key tasks : all with the advice and support of a nominated qualified teacher
 to plan, teach and assess the curriculum within school,

to teach a range of subjects, where required, that may include RE,

to differentiate all work so that it meets the needs of the young people,

to produce regular pastoral targets that have direct connections to the young peoples
Statements of SEN and/or individual needs,

to evaluate and assess targets on a regular (termly) basis and modify work accordingly,

to produce lesson plans that support young peoples’ progress and learning,

to keep appropriate records of the young peoples’ progress so as to inform yearly reviews
and termly IEPs.

to have initial pastoral responsibility for all pupils in the class group,

to lead and encourage Teaching Assistants and any volunteers/students who may be in the
classroom,

to engage pupils and students in a self assessment process by regularly marking and
evaluating work,

to maintain a motivating environment,

to be responsible for all display areas within the classroom,

to provide a role model for the young people within the classroom,

to regularly liaise with families regarding the progress of their children,

to carry out home visits, if required, in line with the schools agreed procedures,

to have initial contact with families/parents if there are concerns/worries etc.,

to work collaboratively with staff groups in formulating appropriate documentation,

to undertake any associated duties as directed by the Headteacher with due regard to the
role of a teacher.
(To comply with Teachers Standards)
Person Specification – Teacher-Without-QTS
PLEASE NOTE: Governors/senior staff will use the criteria below (those identified for
assessment at the application stage) to shortlist. Only those applicants who
demonstrate that they meet all the criteria (to the Governors satisfaction) will be invited
to interview.
Selection Criteria
Education &
Qualifications




Knowledge &
Experience
Be able to demonstrate an understanding and
application of:


Skills and
Abilities
HLTA status (either working as/presently holding
HLTA qualification)
Level 2 Adult Literacy & Maths or GCSE A- C
Degree or Post 16 certification of education
Other suitable qualifications
How Assessed
Letter of intent and
certificates
Interview
strategies to raise standards through effective
teaching and learning,
current good practice in assessment/moderation
techniques,
Classroom skills - the ability to use appropriate
management styles in different situations in order
to:
 a role model for pupils and staff,
 prioritise, plan and organise the work of the
group,
 devolve responsibilities, allowing support staff
the freedom to act within a defined framework,
 build, support and work as part of a team,
 motivate pupils and staff,
 work effectively in partnership with parents,
governors and the wider community,
Interview
Communication skills - the ability to:
 listen to and understand the views of others,
 make points clearly,
 communicate effectively, orally and in writing, to
a range of audiences,
Self management - the ability to:
 prioritise and manage one’s own time effectively,
 work consistently to deadlines,
 set and achieve challenging but realistic goals,
 take responsibility for one’s own professional
development.
Work
Circumstances
Ability to work the hours needed to meet all the
demands of the job, which may include some evening
and the occasional weekend working.
Interview
Training Requirements for Teacher-Without-QTS
A condition of employment as a Teacher-Without-QTS in St Hugh’s is that in your first year you
complete the five compulsory staff training days plus 20 hours of compulsory dedicated and
specific training set against teaching standards below. This should be completed within 1
academic year to maintain Teacher-Without-QTS. This will be monitored by a senior member of
staff. (thie will be mapped with each individual in collaboration with their mentor.
A Teacher-Without-QTS must:
‘Reflect on and improve their practice, and take responsibility for identifying and meeting their
developing professional needs.’ (TDA standards)
A Teacher-Without-QTS at St Hugh’s will be supported in the development of their skills via a
training plan, included in and additional to the core training hours. This will be monitored and
supported throughout the year.
THE BENEFITS OF WORKING AT ST HUGH’S COMMUNICATION & INTERACTION
SPECIALIST COLLEGE
St Hugh’s is a school with a outstanding reputation as a forward thinking pioneering establishment.
We represent the interests of both student learners and the staff who make provision for them.
St Hugh’s School is a well-managed learning organisation where all staff, at all levels, feel they
count; that they are motivated in their work; understand the background to that work and how to
deliver it effectively. St Hugh’s working style is one of independent working within a framework of
designated responsibility. We have a strong commitment to equal opportunities in all aspects of
its work.
The standard of work we expect from all staff is very high. However, in return for hard work and
commitment we offer the following benefits:

An autonomous working style

A flexible and friendly working environment

Identified line managers

Defined job description and person specification for each post

Team structures
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An open management style

Job reviews / chats
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Annual appraisals
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Pay scales aligned to local government
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Final salary pension scheme
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Autonomous annual training opportunities.
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In-house training, including accredited training courses
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Staff development opportunities.

Annual funding entitlement / training budget

Secondment opportunities

Flexible working, at the discretion of line managers to meet the needs of the team.

Paid maternity / paternity leave

Equal opportunities.

Commitment to Health & Safety, with identified health and safety representatives

No smoking inside the premises.

Access to trade union membership

Opportunities to travel to meetings, events etc