The Subject Support role exists to strengthen the delivery of high-quality teaching and learning across the academy by supporting the Qualified Teacher responsible for each subject. As part of the new structure, Subject Support staff work alongside experienced subject specialists while progressing toward the Assessment-Only Route for QTS, creating a sustainable internal pipeline of future qualified teachers.

This role replaces the former unqualified teaching responsibility and is now focused on:

• Securing subject consistency

• Improving lesson flow and behaviour regulation

• Supporting high-needs SEN learners

• Providing continuity when QTS teachers are deployed cross-campus

• Developing professional competence under guided mentorship

The position is central to building long-term academic stability across all campuses.

KEY RESPONSIBILITIES

Classroom Support & Co-Delivery

• Support the Qualified Teacher in delivering structured, differentiated lessons.

• Reinforce key learning objectives through targeted small-group and one-to-one support.

• Adapt materials for SEN accessibility under guidance from SENCO and the QTS teacher.

• Maintain an orderly learning environment through proactive behaviour support.

• Lead learning segments when instructed (not full lessons independently unless authorised).

Subject Continuity & Cover

• Provide subject-specific cover when the Qualified Teacher is:

- Working cross-site

- Attending meetings or training

- On planned absence

• Use pre-prepared lesson frameworks to deliver aligned content.

• Document progress and hand over to the teacher promptly.

Curriculum & Planning Support

• Assist with preparation of resources, assessments, and revision materials.

• Provide feedback on lesson effectiveness, engagement, and student needs.

• Update displays, subject folders, and digital learning resources.

• Help ensure that schemes of work remain consistent across both campuses.

SEN & Behaviour Support

• Work closely with SENCO to understand individual needs, triggers, and strategies.

• Implement behaviour regulation approaches taught in training.

• Support de-escalation using approved academy techniques.

• Ensure subject environments remain structured and low-sensory where appropriate.

Assessment & Tracking

• Support teachers in gathering assessment evidence, classwork samples, and feedback.

• Assist with progress tracking for GCSE and Functional Skills pathways.

• Record pastoral or behavioural concerns using academy systems.

Professional Development & QTS Pathway

• Participate in professional development linked to subject knowledge, behaviour, and SEND.

• Build a teaching portfolio aligned to the Assessment-Only QTS requirements.

• Engage in mentorship sessions and reflective practice with the Qualified Teacher.

• Demonstrate progress toward independent teaching competence.

EXPECTATIONS & PROFESSIONAL STANDARDS

• Uphold Focus 1st Academy values and safeguarding duties at all times.

• Model professional conduct and positive relationships with students and staff.

• Maintain confidentiality and data protection compliance.

• Demonstrate flexibility when supporting cross-campus or in timetable adjustments.

• Participate in line-management meetings, CPD, and reflective coaching cycles.

LINE MANAGEMENT & SUPERVISION

The Subject Support role is overseen by the Qualified Subject Teacher, with secondary support and monitoring from:

• Campus Head

• SENCO

• Operations Assistant (administrative processes only)

The Business Manager and Executive Team retain oversight for staffing, redeployment, and performance structures.

SAFEGUARDING REQUIREMENTS

• This role requires an enhanced DBS check.

• All safeguarding concerns must be reported in line with academy policy.

• Mandatory training: Prevent, KCSIE, behaviour regulation, SEN induction.

WORKING HOURS & EXPECTATIONS

• Term-time only, contracted hours aligned to the school day.

• Paid over 12 equal monthly instalments.

• Break/lunch duties included within contracted hours.

• Minimum of one weekly staff meeting (Fridays 2–3pm).

PERSON SPECIFICATION

Essential

• Strong subject knowledge in assigned area

• Ability to support SEN learners

• Excellent behaviour management awareness

• Strong communication and rapport-building skills

• Organised, reliable, and proactive

• Willingness to pursue QTS through the academy pathway

• Previous classroom experience

• Experience working with SEMH/SEN pupils

• Evidence of subject specialism or relevant qualification