Job Description

The Cover Supervisor supervises classes in key stage 4 and post 16 across both sites when
teachers are absent. When no cover is needed, they work in classrooms supporting learning
and run planned interventions with small groups and individuals.
Our learners are 14 to 19 years old. Many have had disrupted education, SEMH needs or
gaps in literacy and numeracy. The role keeps learning calm, consistent and purposeful, so
students stay engaged and on track for their GCSE, Functional Skills and vocational
outcomes.
The postholder is a key adult in the centre. They build trusting relationships with students,
follow the behaviour and safeguarding policies, and work closely with teachers, the SENCo
and the pastoral team.
Key responsibilities: cover supervision
When a teacher is absent, the Cover Supervisor will:
• Supervise whole classes and small groups across all KS4 subjects, using work set by
the class teacher or department.
• Deliver the set work clearly, explain the tasks and answer questions about how to do
them.
• Keep students on task and maintain a calm, safe and purposeful learning
environment.
• Apply the centre's behaviour policy consistently, using de-escalation and restorative
approaches.
• Follow each student's support plan, EHCP provision, risk assessment and seating
plan.
• Collect completed work and pass it to the class teacher, with brief feedback on
progress, engagement and any concerns.
• Take the register accurately and on time, and report absence or lateness straight
away.
• Record behaviour incidents and achievements on school SIMS in line with policy.
• Supervise practical or vocational sessions only where suitably trained and where a
risk assessment allows.
• Support exam and assessment arrangements when needed, including invigilation
and access arrangements.
When no cover is required: in-class support and intervention
Cover takes priority. Any time not needed for cover is spent in classes supporting learning or
running small-group interventions. This is directed by the SENCO or Leadership Team on a
weekly timetable, and the postholder must be ready to switch to cover at short notice.
In-class support
• Work alongside teachers in lessons to support individuals and small groups.
• Help students understand tasks, stay engaged and complete their work.
• Scaffold learning for students with SEND, SEMH needs or low literacy, following
teacher guidance.
• Spot students who are struggling or disengaging early, and support them before
behaviour escalates.
• Give feedback to teachers on student progress, barriers and wellbeing.
Small-group and one-to-one intervention
• Deliver planned interventions to small groups (usually 2 to 6 students) or individuals,
such as:
◦ Literacy and reading (including phonics or reading fluency where needed).
◦ Numeracy and GCSE / Functional Skills maths.
◦ English and maths catch-up ahead of exams.
◦ Coursework and exam preparation.
◦ Social, emotional and behavioural programmes, as directed by the pastoral
team.
• Use agreed programmes and resources, adapting them to each student's needs.
• Track attendance, engagement and progress at each session, and record it on the
intervention tracker.
• Contribute to reviews of intervention impact with the SENCo and subject leads.
• Prepare resources and keep intervention spaces organised and ready to use.
Behaviour, pastoral and safeguarding
• Build positive, professional relationships with students, based on high expectations
and mutual respect.
• Use trauma-informed, de-escalation and restorative approaches in line with the
centre's behaviour policy.
• Support students at unstructured times, including break, lunch, arrival and departure,
as timetabled.
• Take part in physical intervention only when trained (e.g. Team Teach) and in line
with policy.
• Follow Keeping Children Safe in Education and the centre's safeguarding and child
protection policy.
• Report any safeguarding concern to the Designated Safeguarding Lead straight
away and record it on CPOMS.

• Maintain confidentiality about students, families and staff at all times.
• Support attendance and reintegration plans, including working with students returning
after absence.
Other duties and professional development
• Attend staff briefings, meetings and INSET as required.
• Take part in training, including safeguarding, behaviour, SEND and intervention
programmes.
• Take part in the centre's appraisal process.
• Support enrichment activities, trips and events where appropriate.
• Follow health and safety, data protection (UK GDPR) and all other centre policies.
• Carry out other reasonable duties, in line with the grade of the post, as directed by
the Head of Centre.
This job description is not exhaustive. It will be reviewed regularly and may change, in
consultation with the postholder, to reflect the needs of the centre.

We reserve the right to close this vacancy early should we receive a high volume of applications. Interested candidates are therefore encouraged to submit their application as soon as possible to avoid disappointment.

The Southend YMCA Community School is committed to safeguarding and protecting the children and young people that we work with. As such, all posts are subject to safer recruitment processes, including the disclosure of criminal records, online checks and other vetting checks. We ensure that we have a range of policies in place which promote safeguarding and safer working practice across our school.

If you would like a tour of the school please contact Amanda Barling on 01702 987827 or e-mail Amandabarling@ymca.southend.sch.uk