Behaviour Engagement Specialist
Newcastle Academy
Staffordshire
- £24,154 - £25,776 per year
- New
- Salary:
- Grade 4
- Job type:
- Full Time, Permanent
- Start date:
- As soon as possible
- Apply by:
- 6 January 2025
Job overview
We are looking to recruit a dedicated and ambitious Behaviour Engagement Specialist to join our pastoral team. Someone who wants to inspire students, is enthusiastic and has a desire to develop a career within a highly successful Multi Academy Trust.
We firmly believe in the importance of all of our students achieving an excellent education, which in turn enables our students to believe that they can achieve their dreams with hard work, determination and self-motivation.
The value of being part of our team should not be underestimated, joining Newcastle Academy will mean that you will be part of a supportive and dedicated group of staff who will invest in your professional development. This is a fantastic opportunity to develop your abilities and knowledge whilst working in a supportive environment in conjunction with other very dedicated and professional staff.
The successful candidate will:
● Work with accuracy, be a good organiser, and able to deliver to agreed timescales
● Show initiative and adopt a flexible approach to your work
● Be dedicated and hardworking
● Enjoy, even relish, a school environment.
Attached documents
About Newcastle Academy
- Newcastle Academy
- Gallowstree Lane, Newcastle under Lyme
- Staffordshire
- ST5 2QS
- United Kingdom
Newcastle Academy in October 2015 converted to become an academy within the United Endeavour Trust. Our external Trust Partners include Keele University, Newcastle-under-Lyme College and Stoke City Community Trust, and we are actively looking to expand under the leadership of our Chief Executive Officer and MAT Board.
This close collaboration ensures we can offer staff and students much more than any single school: expanded choices and cross federation courses at Key Stage 4, additional extra-curricular provision and enrichment activities, access to training support and further opportunities and more specialist facilities.
We believe this collaborative approach supports staff in aspiring to our ambitious plans for the future. Students are exposed to wider experiences and staff have stronger networks. Best practice and new initiatives are communicated within the federation, and some of the challenges faced by DfE changes to curriculum and accountability can be addressed through internal systems and mutual working.
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