Thank you for your interest in working for King Alfred’s Academy. Current numbers on our roll are in the region of 1800, with 296 students in the Sixth Form. This is an exciting time to be joining us – we now have all our students based on two sites; Years 7 and 8 will continue to enjoy being on a site of their own (West Site), with all the benefits that brings following transition from primary school. A brand new Sportshall is currently under construction on West Site, with further exciting improvements planned to take place over the summer months across the Site.
Years 9, 10 and 11 will be based together on our Centre Site, along with our Sixth Form. In addition to our brand new Dining Facility and Maths and English Teaching areas, we now have the latest state-of-the art Science Facilities on Centre Site in our brand new Science Building, where we have plans to house a Scanning Electron Microscope. A further classroom block has also only recently been re-developed to include bright new classrooms and an open-plan study area with computers, providing a university-style study area for our students.
Whether you are a teaching or support staff professional, with King Alfred’s being part of the rapidly growing Vale Academy Trust, there has never been a better time to join us. King Alfred’s, along with six local primary schools and another local secondary school (Larkmead School in Abingdon), work together to support the educational provision of 4000+ children and young people from 3 – 18. The Trust employs 600 staff and is now the largest employer in the area.
ANY CURRENT VACANCIES ARE LISTED BELOW
With Trust schools working collaboratively together and supporting each other, a wealth of career development opportunities are opening-up for those that are looking to join a dynamic, aspirational and friendly team of staff. Moreover, as King Alfred’s Academy is a member of the Oxfordshire Teaching Schools Alliance, together we can help further the careers of both newly qualified teachers and those who are looking to move into Leadership. One of the Assistant Head Teachers at King Alfred’s Academy is a Director of OTSA and leads on CPD for the county.
OTSA is a partnership of nursery, primary, secondary and special schools who have a shared belief that through working collaboratively they will achieve better outcomes for the young people of Oxfordshire. Teachers in OTSA partner schools will have access to unrivalled opportunities for professional and career development.
OTSA is an Appropriate Body for NQT Induction. NQTs at KAA are registered with OTSA and benefit from access to online training and support materials, a specialist team of school-based NQT Induction Leaders and a wide range of phase and specialism specific training and professional development programmes run in partnership with Oxford Brookes University and the University of Oxford.
There are more than 50 training events or professional development programmes available through OTSA each year. We have programmes for every stage of a teacher’s career including Early Professional Development, Middle Leadership, Senior Leadership and Headteacher Programmes, as well as programmes focussed on subject specific teaching and learning. Our programmes are school based so you may have opportunities to develop and deliver training to colleagues across Oxfordshire.
The OTSA SCITT (School Centred Initial Teacher Training) is an awarding body for Qualified Teacher Status, training nursery, primary, secondary and special school teachers through School Direct for King Alfred’s Academy and other Oxfordshire Schools. KAA places a high value on recruiting through this pathway.
Prior to making your decision about training to become a teacher, we are pleased to offer a comprehensive Schools Experience Programme. A summary of programme dates and fee information is available by clicking HERE. If you would like to find out more, please contact Jo Stocker, KAA Teaching School Administrator, via 01235 225700 or email: email@example.com.
The SCITT provides excellent additional professional development opportunities through potential involvement in the steering group, the trainee selection panels or working as a tutor on the programme. As a school-based programme there will also be opportunities to train and work as a mentor on School Direct.
OTSA views educational research as an essential part of our work. Engagement with research is a critical element of school improvement and individual CPD for teachers. Being research literate is a step forwards in the professionalism of teaching as a whole. OTSA Partner schools are committed to supporting their staff to engage with research. OTSA works with the University of Oxford and Oxford Brookes University to ensure a wealth of materials and opportunities to become involved.
Teachers in OTSA schools have the potential to apply to become National, Local and Specialist Leaders in Education. Our team of System Leaders are deployed for a number of days each year to provide support and training to other professionals and schools. These roles provide excellent networking, professional and career development opportunities.
Nick’s career has included teaching English and Drama in schools and prisons, teaching counselling at Oxford Brookes University, running a youth centre and youth theatre, setting up and managing a young people’s counselling and information service, working as a school counsellor and as a counsellor with young refugees and asylum seekers.
He is the author of eleven books – Listening to Young People in School, Youth Work and Counselling (2000), Working with Anger and Young People (2006), Feeling like Crap: Young People and the Meaning of Self-Esteem (2008), Young People in Love and in Hate (2010), Young People and the Curse of Ordinariness (2011), Young People, Death and the Unfairness of Everything (2012), School Counsellors Working with Young People and Staff: A Whole-School Approach (2013); Essential Listening Skills for Busy School Staff: What to Say When You Don’t Know What to Say (2014), Horny and Hormonal: Young People, Sex and the Anxieties of Sexuality (2016), ‘Practical Supervision For Counsellors Who Work With Young People’ (2017), and his latest work, ‘The Art of Working with Anxious, Antagonistic Adolescents: Ways Forward for Frontline Professionals’ published April 2019. Further detail within ‘Books’. All books are published by Jessica Kingsley Publishers.
Nick Luxmoore writes a blog for ‘Psychology Today’, a quarterly column for BACP’s Children, Young People & Families magazine, and having left King Alfred’s Academy in July 2015, Wantage, currently works as a freelance trainer, counselling supervisor and writer.
Nick has extensive experience as a trainer, typically leading sessions for professionals working with young people including:
Advanced Counselling Skills
Young People, Anger, Hatred, Aggression and Disappointment
Self-Harm and Disordered Eating
Young People, Self-Esteem, Sex and Sexuality
Handling Difficult Conversations
Working with Troubled and Troublesome Boys
Working with Difficult Girls
Helping Young People Make Sense of their Parents, their teachers and authority
So you want to be a School Counsellor?
Anxiety and Depression
Young People, Dependency, Attachment and Death
Young People, Identity, Bullying and Failure
Essential Listening Skills for Busy School Staff
Training on other topics is available on request. Although his workshops are always experiential (learning by doing), Nick ensures that they are based on research and theory. Nick is available to lead training for groups and organisations of all sizes. All training sessions can be devised to suit the specific needs of participants. In addition, Nick is available for individual and group supervision.
To discuss booking Nick to lead training, supervision or for consultancy, please contact him on firstname.lastname@example.org or through King Alfred’s Teaching School on 01235 225700 Extn 2274 or email email@example.com
Annual Conference 2019 – DON’T FORGET TO BOOK YOUR PLACE!
What really works? And what doesn’t? – Thurs 19th September 2019
The 12th Annual Conference for Counsellors working in schools or interested in working in schools
Everyone in school wants a quick fix, but what if there isn’t one? What if therapeutic change is slow and schools get frustrated, expecting counsellors to have magic wands? How do counsellors work most effectively with young people and with schools?
To book yourself onto the conference, please click here
Nick’s latest work: The Art of Working with Anxious, Antagonistic Adolescents – Ways Forward for Frontline Professionals (2019) – more info
The conversations in this book illuminate therapeutic methods. Focused on teenage pastoral care and formed of discussions between veteran counsellor Nick Luxmoore and frontline professionals, it gives rise to new understanding in the art of working with today’s adolescents, in a way that is engaging, strikingly frank, and always instructive. A précis of his latest offering can be found on the JKP Blog page
Practical Supervision for Counsellors who work with Young People (2017) – more info
Essential Listening Skills for Busy School Staff: What to Say When You Don’t Know What to Say – Click here for the publishers blog – An interview with Nick Luxmoore
School Counsellors working with Young People and Staff (2013) – more info
Young People, Death and the Unfairness of Everything (July 2012) – more info
Listening to Young People in School, Youth Work & Counselling – more info
Working with Anger and Young People – more info
Feeling like Crap – Young People & the meaning of Self-Esteem – more info
Young People in Love and in Hate – more info
For 10 years, Nick has written a monthly column for the parents of young people. These columns aim to shed light on what might be going on in the minds of young people and on what might be going on between young people, their parents and teachers. 86 of these columns have been consolidated in alphabetical order HERE.
Nick also writes a blog for the magazine ‘Psychology Today’. To read his latest posts click below:
Better than Radiohead – NEW – June 2019
Everything will not (necessarily) be all right – NEW – May 2019
Seen but not heard: why we must listen to our angry teenagers – TimesOnline – Aug 2006
Miss, Mum, what’s the difference – TES – April 2009
Dealing with student anger – OxfordTimes – Nov 2006
Helping Teenagers – OxfordTimes – March 2009
To find out more about the potential opportunities of working in an OTSA Partner School please take a look at the Oxfordshire Teaching Schools Alliance website: https://www.otsa.org.uk
Details of any current vacancies are listed below – please do keep an eye on our website for additional opportunities as they occur.
We have a Teaching Assistant post available as soon as possible. The post is for 30 hours per week during term time. The salary is Grade 4 (full time equivalent £18,426) pro rata to reflect hours and the term time nature of the post (£12,443). Applicants must have a minimum of two A-levels, BTEC equivalent or appropriate previous experience in the role.
The role will include supporting small groups of SEN students within the Learning Support Base. The learning support may be focussed on literacy, numeracy or personal life skills. There will also be work within the mainstream classroom to support SEN learners. You will be part of a dynamic, enthusiastic and supportive culture which values all students and staff.
There are opportunities to work with different age groups and Special Educational Needs, including working with students with Emotional and Behavioural difficulties.
We are seeking an enthusiastic and dynamic person to join our team. We offer an excellent package of staff training. This includes the opportunity to develop a TA portfolio that will support career development in working with SEN and vulnerable learners.
An application form and further details can be downloaded from http://www.kaacademy.org/about-kas/work-with-us/ or contact Christine Hill on 01235 225700. Completed application forms should be e-mailed to firstname.lastname@example.org to arrive by 9.00 a.m. 4th July 2019.
King Alfred’s is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. All post holders in regulated activity are subject to appropriate vetting procedures and a satisfactory Enhanced Disclosure and Barring Service check.
All staff will be expected to promote fundamental British values.
King Alfred’s is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share in this commitment. All post holders in regulated activity are subject to appropriate vetting procedures and a satisfactory Enhanced Disclosure and Barring Service check.
All staff are expected to promote fundamental British values.
JOB APPLICATION FORMS
- To access a Job Application Form for a Support Staff post, please click HERE.
- To access a Job Application Form for a Teaching post, please click HERE.
SAFER RECRUITMENT POLICY
King Alfred’s Academy and all schools within the Vale Academy Trust are committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share in this commitment. All post holders in regulated activity are subject to appropriate vetting procedures and a satisfactory Enhanced Disclosure and Barring Service check.