Higher Level Teaching Assistant – SEND Rainbow Provision in Leeds

Main responsibilities include:

• Assessing the needs of pupils and using detailed knowledge and specialist skills to support pupils’ learning.
• Establishing productive working relationships with pupils, acting as a role model and setting high expectations.
• Developing and implementing the provision set out in pupils’ Education Health and Care Plans, under the guidance of the SENCO.
• Promoting the inclusion and acceptance of all pupils within the classroom.
• Supporting pupils consistently whilst recognising and responding to their individual needs.
• Encouraging pupils to interact and work co-operatively with others and engage all pupils in activities.
• Promoting independence and employing strategies to recognise and reward achievement of self-reliance.
• Providing feedback to pupils in relation to progress and achievement.
• Organising and managing an appropriate learning environment and resources.
• Planning challenging teaching and learning objectives to evaluate and adjust lessons/work plans as appropriate.
• Monitoring and evaluating pupil responses to learning activities through a range of assessment and monitoring strategies against pre-determined learning objectives.
• Providing objective and accurate feedback and reports as required on pupil achievement, progress and other matters, ensuring the availability of appropriate evidence.
• Recording progress and achievement in lessons/activities systematically and providing evidence of range and level of progress and attainment.
• Working within an established discipline policy to anticipate and manage behaviour constructively, promoting self-control and independence.
• Supporting the role of parents in pupils’ learning and contributing to/leading meetings with parents to provide constructive feedback on pupil progress/achievement.
• Delivering learning activities to pupils within an agreed system of supervision, adjusting activities according to pupil responses/needs.
• Delivering local and national learning strategies e.g. early years and making effective use of opportunities provided by other learning activities to support the development of pupils’ skills.
• Using ICT effectively to support learning activities and develop pupils’ competence and independence in its use.
• Selecting and preparing resources necessary to lead learning activities, taking account of pupils’ interests and language and cultural backgrounds.
• Advising on appropriate deployment and use of specialist aid/resources/equipment.
• Complying with and assisting with the development of policies and procedures relating to child protection, health, safety and security, confidentiality and data protection, reporting concerns to an appropriate person.
• Being aware of and supporting difference and ensuring all pupils have equal access to opportunities to learn and develop.
• Contributing to the overall ethos and values of the school - providing ‘Strong Roots’ for learning.
• Establishing constructive relationships and communicating with other agencies/professionals, in liaison with the SENCO, to support achievement and progress of pupils.
• Taking advice from external professionals and putting it into practice.
• Taking the initiative as appropriate to develop appropriate multi-agency approaches to supporting pupils.
• Recognising own strengths and areas of specialist expertise and using these to lead, advise and support others.
• Contributing to the identification and execution of appropriate out of school learning activities which consolidate and extend work carried out in class.
• Liaising between various members of the school team, as appropriate.
• Representing teaching assistants at teaching staff/management/other appropriate meetings.
• Undertaking recruitment/induction/appraisal/training/mentoring for other teaching assistants.
• Completing training and using team teach training strategies where appropriate.
• Using evidence-based approaches to support emotional regulation, co-regulation and de-escalation.
• Implementing strategies for pupils who present with high-risk behaviours, including absconding, aggression or sensory-seeking behaviours.
• Supporting pupils during times of dysregulation using trauma-informed and restorative approaches.
• Recording incidents appropriately on the school's database.
• Maintaining a well-organised, purposeful and inclusive learning environment.
• Overseeing resources, sensory equipment and intervention materials.
• Ensuring the provision room reflects best practice in SEND environments.
• Leading SEND provision in the Rainbow room.
• Managing, supporting and directing team members to ensure the best outcomes for the children.
• Being resilient and able to work proactively with sometimes challenging and complicated behaviour.