Total 270 Education / Training job vacancies in Oxford, Oxfordshire, OX3 9BH

Clinical and Research Responsibilities: Inpatient and outpatient care of haematological cancer patients being treated as part of trials performed on the EPCTU and selected trials being run through the late phase trials team. The focus will be on lymphoma, CLL and myeloma trials although will work collaboratively with the other haematological malignancy trials fellows and cross cover would be expected. Co-ordination and execution of trial activities for EPCTU, including (but not limited to) study specific investigations, sample collection and handling, data collection, case record folder completion, maintenance of study documentation; Liaison with a laboratory group to gain familiarity with the endpoint assays associated with the trial. There also be opportunities to gain experience in performing laboratory techniques associated with a translational project, although the principal focus of the fellow will be on clinical aspects. Under supervision, to undertake the setting up of clinical trials, including protocol design, grant applications, regulatory and ethical submissions, liaison with clinical trials units and preparation of study specific documentation. Preparation of results for publication. *Please see attached Job Description for more details and weekly timetable*

A Vacancy at Oxford University Hospitals NHS Foundation Trust.


CLINICAL RESEARCH FELLOW IN HAEMATOLOGY (LYMPHOID)

Applications are invited to apply for this exciting opportunity to work within a large, dynamic trials unit looking after haemato-oncology patients. It is a 1-year fixed term post on the Early Phase Cancer Trials Unit (EPCTU) in the Department of Oncology and Haematology.

The postholder will be responsible for the day-to-day management of patients with haematological malignancy (with a focus on lymphoid) on the Early Phase Cancer Trials Unit. There will be an opportunity to develop research projects in clinical trials and translational science, and training will focus on the design, setting up and execution of clinical research.

The post is available from September 2024.

Candidates are invited to contact Prof Graham Collins, Consultant Haematologist, Oxford Cancer and Haematology Centre, Churchill Hospital (01865 235886) in the first instance.

To apply and gain further details of this post , go to ‘NHS Jobs’. Please apply via this website .

In the interest of equal opportunities, we want to make sure that information about candidates is provided in the same format so all applicants should fill in the standard application form on the NHS Jobs website.





Oxford University Hospitals NHS Foundation Trust is one of the largest NHS teaching trusts in the country. It provides a wide range of general and specialist clinical services and is a base for medical education, training and research. Find out more here www.ouh.nhs.uk

The Trust comprises four hospitals - the John Radcliffe Hospital, Churchill Hospital and Nuffield Orthopaedic Centre in Headington and the Horton General Hospital in Banbury.

Our values, standards and behaviours define the quality of clinical care we offer and the professional relationships we make with our patients, colleagues and the wider community. We call this Delivering Compassionate Excellence and its focus is on our values of compassion, respect, learning, delivery, improvement and excellence. These values put patients at the heart of what we do and underpin the quality healthcare we would like for ourselves or a member of our family. Watch how we set out to deliver compassionate excellence via the OUH YouTube channel.



Clinical and Research Responsibilities:
• Inpatient and outpatient care of haematological cancer patients being treated as part of trials performed on the EPCTU and selected trials being run through the late phase trials team. The focus will be on lymphoma, CLL and myeloma trials although will work collaboratively with the other haematological malignancy trials fellows and cross cover would be expected.
• Co-ordination and execution of trial activities for EPCTU, including (but not limited to) study specific investigations, sample collection and handling, data collection, case record folder completion, maintenance of study documentation;
• Liaison with a laboratory group to gain familiarity with the endpoint assays associated with the trial. There also be opportunities to gain experience in performing laboratory techniques associated with a translational project, although the principal focus of the fellow will be on clinical aspects.
• Under supervision, to undertake the setting up of clinical trials, including protocol design, grant applications, regulatory and ethical submissions, liaison with clinical trials units and preparation of study specific documentation.
• Preparation of results for publication.

*Please see attached Job Description for more details and weekly timetable*


This advert closes on Thursday 28 Nov 2024

Proud member of the Disability Confident employer scheme

Class Act Teaching Services are currently working with a Secondary School in Oxford who are looking for a Food Technology Teacher to start in January 2025 for a maternity cover role. The school are looking for a Food Technology Teacher to work full time until the end of the academic year. This role will involve planning, marking and reporting and also include teaching Food Technology to GCSE Level

Inclusivity is a core part of the ethos of this Secondary School and they value students for their emotions and well-being as well as their academic success. Under the former Ofsted ratings for schools, this Secondary School continued to graded ‘Good’.

Food Technology Teacher Role:

• Strong knowledge of the KS3 and KS4 Food Technology curriculum
• Organised and professional maintenance of the classroom, including safe use and storage of equipment
• Work effectively with other members of staff, both within the department and throughout the school
• Ability to assess students, monitor their progress, and provide constructive feedback
• Able to plan and deliver both theoretical and practical lessons that are engaging and adhere to the curriculum
• Compliance with the schools’ policies and the reliable implementation of these

Food Technology Teacher Requirements:

• Hold QTS or an equivalent qualification for teaching in Secondary School
• Have recent mainstream school-based as a Food Technology Teacher.
• Have a good level of classroom and behaviour management
• A relevant Food Technology related degree is desirable.
• SEND experience is desirable

Why Class Act Teaching Services?
With a rich history spanning over two decades, our teacher recruitment agency proudly serves North London, East London, Hertfordshire, Norfolk, Suffolk, Cambridgeshire, Oxfordshire, Cornwall, and Devon. We foster exclusive relationships with schools and academies in these regions. Our dedicated team, stationed in branches across Barnet, Enfield, Havering, Norwich, Cambridge, Abingdon, and Plymouth, is committed to supporting and nurturing teachers. Explore rewarding opportunities with our trusted education recruitment services.

Class Act Teaching Services are an agency listed as an approved supplier on the Crown Commercial Service and are proud to be REC audited. This ensures we are carrying out comprehensive checks in line with the REC Code of Professional Practice and are fully committed to safeguarding and promoting the welfare of children and young people. Upon registration, candidates will be subject to a variety of checks including an enhanced DBS check, full references including your most recent employer, and verification of eligibility to work in the UK.

Weekly pay is processed through PAYE. We offer high street, travel, gym membership and many other exclusive discounts, along with physical and emotional well-being services as standard with our pay portal.

Recommend a friend and receive £100 of Amazon vouchers as a thank you, plus, you both are then entered into a prize draw – If you know anyone who is looking for temporary, permanent or supply work then get in touch with us today!

The Department of Computer Science is looking to employ a Postdoctoral Researcher to work within an interdisciplinary team on securing convergent ultra-large scale infrastructures (SCULI). The SCULI project is a research collaboration between University of Oxford, University of Bristol and the University of Lancaster that will be working closely with stakeholders and organisations from industry and the critical national infrastructure sectors.

The project is investigating how to secure emerging ultra-large scale digital infrastructures which are seeing convergence and connectivity at unprecedented scale. This is true for both current critical national infrastructures and emerging future systems, e.g., smart cities, intelligent transportation, high-value manufacturing and Industry 4.0. Cybersecurity of such ultra-large scale infrastructures faces unprecedented complexity. Diverse legacy and non-legacy software and hardware compose on-the-fly to deliver services to millions of users with varying requirements and unpredictable actions. This complexity is compounded by intricate supply-chains and the need to deliver resilient operations in the presence of untrusted, partially trusted or compromised elements.

The successful candidate will be required to work primarily under the direction of Professor Ivan Flechais, with guidance from other senior academics and will be based in the Oxford team focused on the following research objectives:

• Predictability at ultra-large scale: How to elicit, specify and validate security assurances for service composition in the presence of uncertainty, dynamism and human behaviour (including addressing direct and indirect dependencies and resulting systemic risks)?

It is essential that successful candidate would hold a relevant PhD/DPhil or being close to completion in computer science or information systems.
In addition, the successful candidate will be expected to collaborate with researchers working across the SCULI project, and cybersecurity professionals from business and industry.

The closing date for applications is 12 noon on 2nd December 2024. Interviews are expected to be held in December.

We are a Stonewall Top 100 Employer, Living Wage, holding an Athena Swan Bronze Award, HR excellence in Research and Race Equality Charter Bronze Award.

Our staff and students come from all over the world and we proudly promote a friendly and inclusive culture. Diversity is positively encouraged, through diversity groups and champions, for example http://www.cs.ox.ac.uk/aboutus/women-cs-oxford/index.html , as well as a number of family-friendly policies, such as the right to apply for flexible working and support for staff returning from periods of extended absence, for example shared parental leave.

Demonstrating a commitment to provide equality of opportunity, we would particularly welcome applications from women and black and minority ethnic applicants who are currently under-represented within the Computer Science Department. All applicants will be judged on merit, according to the selection criteria.

To support the Postgraduate Dean, Training Programme Directors will work across the spectrum of health and where relevant, social care, within the context of a team, so that the provision of education reflects changing service models. This will deliver an integrated workforce comprising individuals from a spectrum of professional and other backgrounds. Secondments Applicants from within the NHS will be offered on a secondment basis only, agreement should be obtained from their employer prior to submitting the application.

About the role: Progress CoachActivate Learning is seeking enthusiastic and inspirational individuals who are dedicated to making a positive impact to join our Progress Coach team. This role is essential in helping students develop the skills, knowledge, and attributes necessary to navigate the challenges and opportunities in learning, life, and work.As a Progress Coach, you will play a key role in our learners' journey, dividing your time between whole class and one-on-one tutorials across various faculties.Whole Class Personal Development SessionsYou will spend approximately 60% of your time leading whole class personal development sessions for a diverse range of students across different sectors. Your schedule will include up to 18 groups per week, varying in size and level of study.1-1 and Group CoachingThe remaining time will be dedicated to delivering one-on-one and group coaching sessions. These sessions focus on targeted interventions to help students improve their learning behaviors, academic success, relationships, and career pathways. Your aim will be to support students in advancing to the next level of learning or employment while keeping them engaged.We work with a diverse student body and need someone who can help learners build essential attributes such as self-awareness and resilience, and enhance their decision-making and confidence. You will also be responsible for supporting students who face behavioural challenges, utilising a positive behaviour management framework.This role involves meticulous record-keeping, collaboration with other student support services, and close communication with faculty staff. Adherence to safeguarding principles, professional integrity, and maintaining personal responsibility are crucial.This is a permanent, full-time position working 37 hours per week at our City of Oxford College campus.What do you need to be successful as a Progress Coach at Activate Learning?We are seeking highly motivated individuals to lead focused Personal Development tutorial sessions within our team. This could be an excellent development opportunity for an experienced Learning Support or Study Assistant looking for the next step in their career, or an experienced Progress Coach who'd prefer to step across to a large college.Key Responsibilities:Use your experience or transferable skills from education or youth work settings to effectively manage groups and build rapport with a diverse range of learners.Show empathy and resilience while working with students who may exhibit challenging behaviour, maintaining a supportive and confident approach.Utilise your outstanding communication and interpersonal skills to deliver engaging, relevant, and personalised group personal development sessions and coaching.Be confident in addressing challenging subjects such as consent, inclusion, personal responsibility, choice-making, and self-reflection.Explore and implement engaging and non-traditional facilitation methods, including project-based learning, to enhance the classroom experience.Have experience with the MS Office suite and demonstrate the ability to quickly adapt to new IT systems.If you are passionate about making a difference and possess these qualities, we invite you to apply for this role.Who we are:Activate Learning is a pioneering education group with a global reach, committed to transforming lives through our approach to learning.We see our employees as individuals, empowering them to make the right choices for their ambitions and careers. We value our people as vital to our continued success and aspire to a diverse, open and inclusive environment that provides the motivation for everyone to pursue their career goals and flourish.When you work for Activate Learning, you’re working for an organisation that provides you with the advantages of a large employer, a trusted partner in your career development, and a transformational way of working whilst also investing in building a community environment for everyone.Together, we will bring out the best version of yourself.Why work with the Activate Learning Group?Activate Learning Group Employee Benefits:Monthly Staff Appreciation Awards: Celebrating staff for their dedication and accomplishments aligned to our award-winning Learning Philosophy.Wellbeing Resources Groups: Comprehensive range of resources, guides and tools to support staff wellbeingCompany benefits: Including free eye tests and will writing, plus access to a Health Cash Plan covering optical, dental, health screening, and therapy treatments for you and your dependents.Learning and Development: continuous opportunities for teachers' professional growth and skill enhancement through our in-house L&D team.Teaching Support: Tailored Three-day induction program, and development programs for teaching staff.Pension Schemes: Teacher pension scheme for AL teaching staffGenerous Annual Leave: Up to 6 weeks paid leaveFlexible Working: Options include hybrid and remote, term time only, and flexible working patterns.Competitive salaries: Annual incremental progression and a twelve point pay scale for teachers.On-Site Facilities: Free parking at all campuses, refectories, hair and beauty salons & gym access.The title of this role has been changed for advertising purposes. The correct title will be: Progress CoachApplicants should apply at the earliest opportunity, closed vacancies will prevent application form submission.Applications are reviewed and shortlisted on a rolling basis, we reserve the right to interview, appoint and close adverts.Activate Learning is committed to safeguarding and expect all our staff to share this commitment. Successful applicants will be required to undergo a DBS check at the appropriate level.Applicants must be eligible to work in the UK, we do not sponsor work permits. Work permits from other organisations are unacceptable as proof of right to work in the UK.Applications are encouraged from all candidates who meet or exceed minimum criteria, regardless of age, disability, gender, orientation, race, religion or ethnicity. Activate Learning are committed to employing people with disabilities and will ensure our recruitment process is inclusive and accessible. If you require any reasonable adjustments either at application or interview stage please contact the talent team directly.Recruitment agencies who submit unsolicited CVs to any partner or employee at Activate Learning, have no authority to enter into an arrangement. Recruitment agencies engaging with Activate Learning Talent Team will be on our PSL.

​Our client is a leading ethical childcare provider dedicated to providing the best possible care and education for children in their care. They operate nationwide; constantly investing in their people and facilities to ensure their nurseries are the best places for children to grow and develop. Our client’s goal is to offer children an amazing educational experience from birth to pre-school, their most formative years. They focus on every unique child and their highly skilled and qualified teams provide the very best early year’s experience in a safe and stimulating environment. Our client is looking to recruit an Early Years Teacher. As an Early Years Teacher you will be responsible for: • Providing high standards of physical, emotional, social, and intellectual care for all children in the nursery • Supporting and guiding the development of social skills • Mentoring children to address their challenges and recognise their achievements • Creating suitable learning plans within the EYFS framework • Making key observations around children’s development and learning to share with parents/guardians About You: To be successful in this role you will need: • You should have at least a minimum level 6-degree qualification: EYTS, EYPS, QTS, PGCE, BA or BSc in Early years and experience of leading a team would be desirable. • Working within the Early years sector is essential Our client offers great benefits which include childcare discounts, money off shopping and holiday vouchers just to name a few.

What skills and experience we're looking for

Job Purpose

• To ensure that all students make maximum progress.
• To deliver engaging, differentiated and well-planned lessons guided by Blenheim’s 10 Typical best practices.
• To achieve high standards of student attainment and progress in public examinations.
• To ensure students of all ages are supported and challenged as necessary and achieve optimum levels of engagement with school life.
• To support and challenge members of the department as necessary thus ensuring that the student experience and progress is maximised.
• To help maximise student attendance by the department delivering creative, innovative and rewarding lessons.
• To role model excellent practices, going ‘above and beyond’, intervening with students outside the curriculum so they ‘catch up’ as quickly as possible.
• To support and challenge Heads of Year so that underachieving students have barriers removed from their learning and regularly show good learning behaviours including being properly equipped for lessons.
• To encourage students to improve their Cultural Capital so that their life chances are improved.
• To follow department and whole school guidelines e.g. deadlines are met, registers are taken, students have challenging starter activities recapping prior learning, the main parts of lessons involve students applying their newly acquired skills or knowledge regularly and expediently etc.
• To ensure lessons are well planned and follow schemes of work with regular and consistent assessments providing students with high quality feedback which they are accountable for acting upon via DIRT marking.
• To encourage a culture of shared practice in the department where resources are shared, practices are discussed and peer lesson observations take place on a regular basis; typically half termly.
• To communicate with parents on a range of issues, particularly where students are underachieving.
• To communicate appropriate information to teaching and support staff.
• To contribute to a confidential record of issues affecting the educational progress of students.
• To be highly visible and a point of contact for students and families.
• To reinforce consistently the school’s 10 school uniform non-negotiables.

Safeguarding

• To be familiar with school policies, in particular safeguarding procedures, and promote the welfare of children.

Key Responsibilities

• To advocate the place of the department in the curriculum and the benefits it will provide students once they leave school.
• Ensure potentially vulnerable students succeed through differentiation and stimulating lesson delivery.
• Track and monitor data and use it optimally to inform practice.
• Produce internal and external reports as necessary.
• To contribute to whole school events as necessary and weekly duties.
• Communicate effectively and purposefully with parents so they are well informed.
• Promote positive attitudes to learning and behaviour for learning with vulnerable students.
• Liaise with the SEND and EAL Departments to ensure students with unique needs are effectively catered for.
• Uphold and promote the values and ethos of the school.

Person Specification

• A willingness to embrace a growth mindset.
• A commitment to help students improve their Cultural Capital so that their chances of success in the world are enhanced.
• A motivated individual who can inspire.
• The ability to ‘absorb’ the challenges of the day and still maintain high standards of professionalism.
• A team player putting students first and working with colleagues efficiently and effectively, recognising the ‘greater good’ and playing a full part in #TeamBlenheim.
• Strong oral and written interpersonal and communication skills.
• A genuine interest and enjoyment in working with students and their families.
• Ability to demonstrate flexibility and tenacity.
• Confident, assertive and able to thrive in a busy environment.
• Ability to motivate pupils through a variety of methods, including competition, rewards, sanctions and the setting of SMART goals.
• Ability to interpret and track student progress through the use of data.
• Ability to successfully encourage students to achieve their potential both inside and outside the classroom.
• Commitment to provide a supporting and challenging environment for all students.
• Commitment to individual continuous personal professional development, wanting to ‘get better’ by building on strengths but also recognising development areas and actively seeking to improve them.

General

• Demonstrate a keen interest in all aspects of school life.
• Show solidarity by supporting school policy, and the Leadership team, publicly.
• Challenge school policy, and the Leadership team, privately.

What the school offers its staff

Blenheim is a dynamic, exciting and supportive environment in which to work. The school opened in September 1997 with one year group and has grown to its current size of 1337 students on roll including over 200 in the Sixth Form. Blenheim is a mixed comprehensive and our reputation in the community is excellent. In 2019, Blenheim was characterised as a ‘good’ school following a Section 5 Ofsted inspection. Ofsted commented that the school had excellent capacity to continue improving. Blenheim converted to Academy Status in March 2012 and has developed many community and primary school links. Blenheim is a well–resourced school and is fortunate to have outstanding facilities. Together with a very supportive and well qualified governing body the school has invested significantly in several areas, not least in the appointment of high-quality practitioners and on-site infrastructure. Visitors often comment on the calm, purposeful learning environment that pervades. Blenheim sets high standards in terms of uniform with several ‘non-negotiables’ and there are strict expectations regarding behaviour and conduct, both in and out of the classroom. Ofsted described Blenheim as ‘calm, orderly and purposeful’ and our students as ‘respectful, kind and courteous’, which is what those of us who work at Blenheim see every day. As Blenheim students prepare to take up their place in society they are actively encouraged to become independent learners. Part of this process involves the integration of iPads across the curriculum; all teachers and 98% of students own one. Technological evolution is inevitable and this approach is key to ensuring that students develop attributes that will allow them to adapt in a rapidly changing world. The iPad complements daily teaching and allows students to easily access a multitude of interactive and innovative resources both in and away fromschool.

Commitment to safeguarding

Blenheim High School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Our Child Protection and Safeguarding policy along with our Equality policy can be found below. All successful candidates will be subject to DBS checks along with other relevant employment checks.

What skills and experience we're looking for

please see advert and Job description

What the school offers its staff

please see advert and Job description

Commitment to safeguarding

Our organisation is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults. We expect all staff, volunteers and trustees to share this commitment. Our recruitment process follows the keeping children safe in education guidance. Offers of employment may be subject to the following checks (where relevant): childcare disqualification Disclosure and Barring Service (DBS) medical online and social media prohibition from teaching right to work satisfactory references suitability to work with children You must tell us about any unspent conviction, cautions, reprimands or warnings under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975.

What skills and experience we're looking for

Job Purpose

• To ensure that all students make maximum progress.
• To deliver engaging, differentiated and well-planned lessons guided by Blenheim’s 10 Typical best practices.
• To achieve high standards of student attainment and progress in public examinations.
• To ensure students of all ages are supported and challenged as necessary and achieve optimum levels of engagement with school life.
• To support and challenge members of the department as necessary thus ensuring that the student experience and progress is maximised.
• To help maximise student attendance by the department delivering creative, innovative and rewarding lessons.
• To role model excellent practices, going ‘above and beyond’, intervening with students outside the curriculum so they ‘catch up’ as quickly as possible.
• To support and challenge Heads of Year so that underachieving students have barriers removed from their learning and regularly show good learning behaviours including being properly equipped for lessons.
• To follow department and whole school guidelines e.g. deadlines are met, registers are taken, students have challenging starter activities recapping prior learning, the main parts of lessons involve students applying their newly acquired skills or knowledge regularly and expediently etc.
• To ensure lessons are well planned and follow schemes of work with regular and consistent assessments providing students with high quality feedback which they are accountable for acting upon via DIRT marking.
• To encourage a culture of shared practice in the department where resources are shared, practices are discussed and peer lesson observations take place on a regular basis; typically half termly.
• To communicate with parents on a range of issues, particularly where students are underachieving.
• To communicate appropriate information to teaching and support staff.
• To contribute to a confidential record of issues affecting the educational progress of students.
• To be highly visible and a point of contact for students and families.
• To reinforce consistently the school’s 10 school uniform non-negotiables.

Safeguarding

• To be familiar with school policies, in particular safeguarding procedures, and promote the welfare of children.

Key Responsibilities

• To advocate the place of the department in the curriculum and the benefits it will provide students once they leave school.
• Ensure potentially vulnerable students succeed through differentiation and stimulating lesson delivery.
• Track and monitor data and use it optimally to inform practice.
• Produce internal and external reports as necessary.
• To contribute to whole school events as necessary and weekly duties.
• Communicate effectively and purposefully with parents so they are well informed.
• Promote positive attitudes to learning and behaviour for learning with vulnerable students.
• Liaise with the SEND and EAL Departments to ensure students with unique needs are effectively catered for.
• Uphold and promote the values and ethos of the school.

What the school offers its staff

Blenheim is a dynamic, exciting and supportive environment in which to work. The school opened in September 1997 with one year group and has grown to its current size of 1337 students on roll including over 200 in the Sixth Form. Blenheim is a mixed comprehensive and our reputation in the community is excellent. In 2019, Blenheim was characterised as a ‘good’ school following a Section 5 Ofsted inspection. Ofsted commented that the school had excellent capacity to continue improving. Blenheim converted to Academy Status in March 2012 and has developed many community and primary school links. Blenheim is a well–resourced school and is fortunate to have outstanding facilities. Together with a very supportive and well qualified governing body the school has invested significantly in several areas, not least in the appointment of high-quality practitioners and on-site infrastructure. Visitors often comment on the calm, purposeful learning environment that pervades. Blenheim sets high standards in terms of uniform with several ‘non-negotiables’ and there are strict expectations regarding behaviour and conduct, both in and out of the classroom. Ofsted described Blenheim as ‘calm, orderly and purposeful’ and our students as ‘respectful, kind and courteous’, which is what those of us who work at Blenheim see every day. As Blenheim students prepare to take up their place in society they are actively encouraged to become independent learners. Part of this process involves the integration of iPads across the curriculum; all teachers and 98% of students own one. Technological evolution is inevitable and this approach is key to ensuring that students develop attributes that will allow them to adapt in a rapidly changing world. The iPad complements daily teaching and allows students to easily access a multitude of interactive and innovative resources both in and away fromschool.

Commitment to safeguarding

Blenheim High School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Our Child Protection and Safeguarding policy along with our Equality policy can be found below. All successful candidates will be subject to DBS checks along with other relevant employment checks.

A Vacancy at Oxford University Hospitals NHS Foundation Trust.


An exciting opportunity has arisen for a Senior Specialist Research Nurse to join the Oxford Bone Marrow Transplant (BMT) team at the Churchill Hospital.

The Senior Specialist Nurse will lead the nursing team to provide expert nursing care to patients referred to the Oxford BMT service contributing to this within the BMT pathway through management of their own caseload.

The post holder will work in collaboration with the Haematology Trial Unit , which is involved in a wide spectrum of clinical research relating to blood disorders including advanced cellular therapeutics. The team works in collaboration with academic and commercial partners/other funding bodies and is responsible for the delivery of the phase 1-3 haematology research portfolio.

If you are a dynamic, experienced nurse leader with the passion and vision to be part of this exciting service, then we would like to hear from you.

If you would like to have an informal chat about the role, please contact melanie.westmoreland@ouh.nhs.uk

The Specialist Research Nurse will
• Responsibility for operational management of the clinical research delivery team

Responsibility for strategic leadership of clinical research delivery team

Responsibility for the management of the trial portfolio and own allocated portfolio of studies and study participants including, as required:

Ø Leading and co-ordinating a portfolio of studies

Ø Planning

Ø Scheduling

Ø Conduct including intervention

Ø Recruitment & retention of participants

Data management

v Fulfil the expectations and capabilities as delegated by the Sponsor, Chief Investigator or Principal Investigator as set out in GCP & Research Governance Framework

v Work collaboratively with OUH and external research & service delivery colleagues to ensure high quality participant care and research delivery.

v Work collaboratively with service delivery colleagues to promote clinical research delivery and integrated care delivery as appropriate.

v Act as PI/CI on non-interventional studies, as appropriate.

Oxford University Hospitals NHS Foundation Trust is one of the largest NHS teaching trusts in the country. It provides a wide range of general and specialist clinical services and is a base for medical education, training and research. Find out more here www.ouh.nhs.uk

The Trust comprises four hospitals - the John Radcliffe Hospital, Churchill Hospital and Nuffield Orthopaedic Centre in Headington and the Horton General Hospital in Banbury.

Our values, standards and behaviours define the quality of clinical care we offer and the professional relationships we make with our patients, colleagues and the wider community. We call this Delivering Compassionate Excellence and its focus is on our values of compassion, respect, learning, delivery, improvement and excellence. These values put patients at the heart of what we do and underpin the quality healthcare we would like for ourselves or a member of our family. Watch how we set out to deliver compassionate excellence via the OUH YouTube channel

For full details of the role and responsibilities, please refer to the attached job description.

In summary, the post holder will provide expert nursing care to patients enrolled into clinical trials at the Oxford BMT Research service.

Specifically, this would include:


• Be responsible for assessment, planning, implementation, and evaluation of patient care during participation in cell therapy clinical research trials (eg bone marrow transplant or CAR-T therapy trials)

• Manage own clinical workload and co-ordinate allocated clinical trials and research studies.

• Practice in compliance with the code of professional conduct, being responsible and accountable for their decisions, actions, or omissions, taking responsibility for clinical decisions where competent to do so.

• Demonstrate expert knowledge and skills in the management of clinical research participants.

• Utilise effective communication skills through a variety of methods, supporting participants in decision making in relation to study entry and participation.

• Deliver effective communication skills with colleagues both internally and/or externally, in verbal, non-verbal and written communication methods, adapting to changing parameters as required, which includes thorough accurate documentation in patient records as required. Learning, Respect, Delivery, Excellence, Compassion, Improvement Senior Research Nurse JD (Jan 2023)

• Provides and receives highly sensitive, complex or contentious information relating to participant involvement and care, and communicates information to participants, families or carers with respect, compassion and empathy

• Able to competently perform a range of clinical procedures as required as part of the research protocol, ensuring accurate data capture

• Participate in and ensure compliance with Informed Consent Procedures, acting within boundaries of own competency, research regulation and Trust policies/SOPs.

• Use own professional judgment identifying when to escalate and seek senior support/guidance.

• Lead the completion of administrative tasks, including feasibility, study set up, close out & archiving.

• Ensure compliance with agreed SOPs, across all team members.

• Ensure all necessary regulatory approvals are in place prior to approaching potential study participants.

• Work within the limits of the approved protocol and any approved amendments.

• Support the haematology ward, ambulatory care and day treatment unit staff in caring for these patients




This advert closes on Tuesday 19 Nov 2024

Proud member of the Disability Confident employer scheme

For full details of the role and responsibilities, please refer to the attached job description. In summary, the post holder will provide expert nursing care to patients enrolled into clinical trials at the Oxford BMT Research service. Specifically, this would include: Be responsible for assessment, planning, implementation, and evaluation of patient care during participation in cell therapy clinical research trials (eg bone marrow transplant or CAR-T therapy trials) Manage own clinical workload and co-ordinate allocated clinical trials and research studies. Practice in compliance with the code of professional conduct, being responsible and accountable for their decisions, actions, or omissions, taking responsibility for clinical decisions where competent to do so. Demonstrate expert knowledge and skills in the management of clinical research participants. Utilise effective communication skills through a variety of methods, supporting participants in decision making in relation to study entry and participation. Deliver effective communication skills with colleagues both internally and/or externally, in verbal, non-verbal and written communication methods, adapting to changing parameters as required, which includes thorough accurate documentation in patient records as required. Learning, Respect, Delivery, Excellence, Compassion, Improvement Senior Research Nurse JD (Jan 2023) Provides and receives highly sensitive, complex or contentious information relating to participant involvement and care, and communicates information to participants, families or carers with respect, compassion and empathy Able to competently perform a range of clinical procedures as required as part of the research protocol, ensuring accurate data capture Participate in and ensure compliance with Informed Consent Procedures, acting within boundaries of own competency, research regulation and Trust policies/SOPs. Use own professional judgment identifying when to escalate and seek senior support/guidance. Lead the completion of administrative tasks, including feasibility, study set up, close out & archiving. Ensure compliance with agreed SOPs, across all team members. Ensure all necessary regulatory approvals are in place prior to approaching potential study participants. Work within the limits of the approved protocol and any approved amendments. Support the haematology ward, ambulatory care and day treatment unit staff in caring for these patients

To help organise and facilitate co-design workshops with community groups and individuals with lived experience of psychosis from Bangladeshi, Black African, and Black Caribbean backgrounds. Screening and recruitment of patients diagnosed with psychosis and patients at ultra high risk pf psychosis. This will involve speaking to referrers regularly, attending clinical team meetings, visiting community mental health teams, hospital wards, as well as home based treatment teams. There will be monthly recruitment targets for all studies. The post-holder will be joining a team of research assistants to help meet these targets. Completing eligibility screening assessments and seeking informed consent from patients. Carrying out the assessments for the trials. The trial patients will be assessed on a range of measures at a number of time points for each study. You will need to arrange these interviews and administer clinical interviews, assessment tasks, and self-report questionnaires. Participants will be seen in clinic settings or at home across a large geographical area. Patients are seen in multiple NHS trusts including: Oxford Health, Northamptonshire Healthcare, Berkshire Healthcare, and Central Northwest London (Milton Keynes). Assessments will be carried out blind (i.e. you should not know which condition thepatients have been randomised to). You will need to remind staff and patients not to tell you the allocation. And you will need to report if you have become unblinded. It will be crucial to maintain very high follow-up rates for the trial participants, meaning you will need excellent engagement skills. Good record-keeping will be needed, including updating medical records with trial progress and managing recruitment databases. Follow standard operational procedures for the trial and NHS Trust policy regarding safeguarding of vulnerable adults and children. Produce regular reports on the recruitment process and assessment Please refer to the job description attached for a comprehensive list of duties

What skills and experience we're looking for

Experience and knowledge

• Experience of teaching pupils with SLD, PMLD and/or ASC
• Evidence of being a good / outstanding teacher
• Has a sound understanding of the National Curriculum and differentiation
• Evidence of being involved in recent and relevant professional development relating to pupils with special needs
• Ability to maximise the use of ICT for both teaching and professional duties
• Have high standards of education for all pupils
• Have a commitment to personal and professional development
• Awareness of current initiatives within education
• Evidence of a good understanding of alternative means of communication

Skills and qualities

• Flexible and creative approach towards motivating children to learn

• Excellent communication skills at all levels both verbal and written
• Evidence of supporting the work place ethos
• The ability to work in a team
• Evidence of developing effective relationships with others
• Evidence of effective working with others within the school community
• Able to carry out manual handling programmes under the guidance of the therapists
• Support the pupils in pool

What the school offers its staff

Benefits of working at Springfield include:

• Contribution towards glasses and eye tests for DSE use
• Salary sacrifice schemes, including cycle to work
• Perk Box - discount and wellbeing platform membership

• 24/7 access to a free Employee Assistance Programme to provide confidential advice and guidance
• Membership to My Healthy Advantage wellbeing app

• Free car parking and cycle storage

Commitment to safeguarding

The Gallery Trust is committed to safeguarding and promoting the welfare of all children and expects all staff to share this commitment. Any offer of employment with The Gallery Trust is subject to verification of ID and qualifications, satisfactory evidence of the right to work in the UK, health clearance, NCTL and Enhanced Disclosure and Barring Check. The Gallery Trust is an equal opportunities employer and we welcome applications from candidates from all ethnic and community backgrounds.

What skills and experience we're looking for

Job Purpose

• To ensure that all students make maximum progress.
• To deliver engaging, differentiated and well-planned lessons guided by Blenheim’s 10 Typical best practices.
• To achieve high standards of student attainment and progress in public examinations.
• To ensure students of all ages are supported and challenged as necessary and achieve optimum levels of engagement with school life.
• To support and challenge members of the department as necessary thus ensuring that the student experience and progress is maximised.
• To help maximise student attendance by the department delivering creative, innovative and rewarding lessons.
• To role model excellent practices, going ‘above and beyond’, intervening with students outside the curriculum so they ‘catch up’ as quickly as possible.
• To support and challenge Heads of Year so that underachieving students have barriers removed from their learning and regularly show good learning behaviours including being properly equipped for lessons.
• To encourage students to improve their Cultural Capital so that their life chances are improved.
• To follow department and whole school guidelines e.g. deadlines are met, registers are taken, students have challenging starter activities recapping prior learning, the main parts of lessons involve students applying their newly acquired skills or knowledge regularly and expediently etc.
• To ensure lessons are well planned and follow schemes of work with regular and consistent assessments providing students with high quality feedback which they are accountable for acting upon via DIRT marking.
• To encourage a culture of shared practice in the department where resources are shared, practices are discussed and peer lesson observations take place on a regular basis; typically half termly.
• To communicate with parents on a range of issues, particularly where students are underachieving.
• To communicate appropriate information to teaching and support staff.
• To contribute to a confidential record of issues affecting the educational progress of students.
• To be highly visible and a point of contact for students and families.
• To reinforce consistently the school’s 10 school uniform non-negotiables.

Safeguarding

• To be familiar with school policies, in particular safeguarding procedures, and promote the welfare of children.

Key Responsibilities

• To advocate the place of the department in the curriculum and the benefits it will provide students once they leave school.
• Ensure potentially vulnerable students succeed through differentiation and stimulating lesson delivery.
• Track and monitor data and use it optimally to inform practice.
• Produce internal and external reports as necessary.
• To contribute to whole school events as necessary and weekly duties.
• Communicate effectively and purposefully with parents so they are well informed.
• Promote positive attitudes to learning and behaviour for learning with vulnerable students.
• Liaise with the SEND and EAL Departments to ensure students with unique needs are effectively catered for.
• Uphold and promote the values and ethos of the school.

Person Specification

• A willingness to embrace a growth mindset.
• A commitment to help students improve their Cultural Capital so that their chances of success in the world are enhanced.
• A motivated individual who can inspire.
• The ability to ‘absorb’ the challenges of the day and still maintain high standards of professionalism.
• A team player putting students first and working with colleagues efficiently and effectively, recognising the ‘greater good’ and playing a full part in #TeamBlenheim.
• Strong oral and written interpersonal and communication skills.
• A genuine interest and enjoyment in working with students and their families.
• Ability to demonstrate flexibility and tenacity.
• Confident, assertive and able to thrive in a busy environment.
• Ability to motivate pupils through a variety of methods, including competition, rewards, sanctions and the setting of SMART goals.
• Ability to interpret and track student progress through the use of data.
• Ability to successfully encourage students to achieve their potential both inside and outside the classroom.
• Commitment to provide a supporting and challenging environment for all students.
• Commitment to individual continuous personal professional development, wanting to ‘get better’ by building on strengths but also recognising development areas and actively seeking to improve them.

General

• Demonstrate a keen interest in all aspects of school life.
• Show solidarity by supporting school policy, and the Leadership team, publicly.
• Challenge school policy, and the Leadership team, privately.

What the school offers its staff

Blenheim is a dynamic, exciting and supportive environment in which to work. The school opened in September 1997 with one year group and has grown to its current size of 1337 students on roll including over 200 in the Sixth Form. Blenheim is a mixed comprehensive and our reputation in the community is excellent. In 2019, Blenheim was characterised as a ‘good’ school following a Section 5 Ofsted inspection. Ofsted commented that the school had excellent capacity to continue improving. Blenheim converted to Academy Status in March 2012 and has developed many community and primary school links. Blenheim is a well–resourced school and is fortunate to have outstanding facilities. Together with a very supportive and well qualified governing body the school has invested significantly in several areas, not least in the appointment of high-quality practitioners and on-site infrastructure. Visitors often comment on the calm, purposeful learning environment that pervades. Blenheim sets high standards in terms of uniform with several ‘non-negotiables’ and there are strict expectations regarding behaviour and conduct, both in and out of the classroom. Ofsted described Blenheim as ‘calm, orderly and purposeful’ and our students as ‘respectful, kind and courteous’, which is what those of us who work at Blenheim see every day. As Blenheim students prepare to take up their place in society they are actively encouraged to become independent learners. Part of this process involves the integration of iPads across the curriculum; all teachers and 98% of students own one. Technological evolution is inevitable and this approach is key to ensuring that students develop attributes that will allow them to adapt in a rapidly changing world. The iPad complements daily teaching and allows students to easily access a multitude of interactive and innovative resources both in and away fromschool.

Commitment to safeguarding

Blenheim High School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Our Child Protection and Safeguarding policy along with our Equality policy can be found below. All successful candidates will be subject to DBS checks along with other relevant employment checks.