Teaching Assistant in Paul

Paul Full-Time On-site

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We are looking to appoint a Teaching Assistant. The role will involve a varied and flexible timetable, encompassing classroom support, individual and small-group interventions, sensory circuit provision and enrichment activities.

Application Closing Date: Currently ongoing

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Interviews: As soon as possible

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Start Date: January 2027

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Terms: Full-time, Permanent, Term-time only

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Salary: £21,572 per annum

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Bethany is a vibrant and forward-thinking co-ed independent day and boarding School, for 11 – 18 year olds

Key Responsibilities:

The role will involve a varied and flexible timetable, encompassing classroom support, individual and small-group interventions, sensory circuit provision and enrichment activities. The postholder will be expected to adapt to changing pupil and departmental needs and to undertake a range of responsibilities as directed by the Head of DLS. This will include an 8.30am start three mornings per week to deliver sensory circuits.

The Post

To work under the guidance of class teachers in the planning and implementation of work programmes with individuals or groups of pupils or the whole class to promote effective teaching and learning;
To be line managed by the School SENDCo / Head of Dyslexia and Learning Support Department (DLS);
To assist the class teachers to create and maintain a purposeful, orderly and supportive learning environment;
To promote the inclusion of all pupils, ensuring they have equal opportunities to learn and develop;
Attending meetings alongside experienced staff outside of School hours to develop skills;
To be responsible for promoting and safeguarding the welfare of children and young people within the School;
To work flexibly and adapt to the changing needs and priorities of the DLS Department and the wider School, recognising that the timetable and allocation of duties may vary according to pupil and departmental requirements.

Supporting the Pupils

To support working relationship with the pupils, acting as a role model and setting high expectations;
Demonstrating positive behaviours and promoting Fundamental British Values;
To support pupils learning in the most effective way;
To meet the personal needs of pupils whilst encouraging their independence;
To support pupils with additional needs under the guidance of the School SENDCo/Head of DLS;
To encourage pupils to interact and work co-operatively, ensuring all pupils are engaged in activities;
To deliver individual or small-group interventions as directed by the SENCo/Head of DLS, following agreed programmes and providing feedback on pupil progress as appropriate.

Supporting the Teachers

To work closely with the teachers to assist in the planning, development and delivery of all areas of the curriculum;
As required, to prepare the classroom/outside areas for lessons, ensuring that resources and equipment are available and cleared away at the end of the lessons as appropriate;
To work on classroom displays following consultation with the teachers;
To support with the observation, monitoring and evaluation of pupil responses to learning activities through a range of assessment and monitoring strategies determined by the teacher

Supporting the School

To comply with and assist with all School staff with the development of policies and procedures relating to child protection, health, safety and security, SEN/Inclusion and data protection, reporting all concerns to the appropriate named person;
To attend relevant meetings and participate in training opportunities and professional development as required;
To provide support for pupils’ emotional and social needs by encouraging and modelling positive behaviour in line with School policy;
To accompany teaching staff and pupils on visits, trips, and out of School activities as required within contracted hours and to take responsibility for pupils under the supervision of the teacher;
To assist with the general pastoral care of pupils, including helping pupils who are unwell, distressed, or unsettled;
To undertake occasional examination support duties, including acting as a scribe for pupils with approved access arrangements, following appropriate training and in accordance with JCQ regulations and School procedures.
To organise and supervise two lunchtime craft-based clubs each week, providing opportunities for pupils to develop their creativity, social interaction and confidence through practical activities;
To adhere to all School policies and procedures, not limited to Safeguarding and Child Protection, Health and Safety, IT policy, Staff Code of Conduct and Equality and Diversity.

Supporting the Curriculum

To support and assist in the development of basic Literacy, Numeracy and ICT skills and support the use of these learning activities as directed by the class teachers;
To support and help adapt and plan the development of resources, taking into account pupils’ interests, language, and cultural backgrounds;
Undertake broadly similar duties commensurate with the level of the post as required by the Headteacher or a member of the Senior Management Team;
Adhere to all school policies and not be limited to child protection, discipline, health and safety;
Promote and safeguard the welfare of children and young persons for whom you are responsible and with whom you come into contact;
To prepare, organise and deliver sensory circuits three mornings per week, commencing at 8.30am, supporting pupils’ readiness for learning through structured movement and sensory-based activities.

Skills and Experience Required

Good literacy, numeracy and IT skills, with the ability to explain tasks clearly and help pupils build confidence in these areas.
Ability to build positive, professional relationships with pupils and encourage them to participate, work co-operatively and become more independent.
Ability to adapt support to meet individual pupils’ needs while maintaining high expectations for learning and behaviour.
Ability to work effectively with class teachers, the SENDCo and other colleagues, following agreed guidance and asking for clarification when needed.
Ability to observe how pupils respond to activities and provide clear, accurate feedback to teaching staff.
Good organisational skills, including the ability to prepare learning resources and help maintain an orderly classroom.
A calm, patient and approachable manner, including when supporting pupils who are distressed or unsettled.
A reliable and flexible approach to working with individual pupils, small groups and whole classes.
A commitment to inclusion and to helping all pupils take part in school life.
A willingness to learn through observation, feedback and training, and to attend relevant meetings outside normal school hours when required.

Safeguarding and professional conduct

A commitment to safeguarding and promoting the welfare of children and young people.
An understanding of professional boundaries and the importance of handling pupil information sensitively and reporting safeguarding concerns promptly through the School’s procedures.
Ability to model positive behaviour and uphold the School’s expectations for staff conduct.
Experience of working with children or young people in a paid or voluntary capacity.
Experience of supporting pupils individually or in small groups in a school or other learning environment.
Experience of supporting children or young people with special educational needs and disabilities (SEND).
An awareness of how dyslexia and other learning differences can affect pupils in the classroom.
A relevant teaching assistant or learning support qualification, or equivalent experience.

Bethany School is committed to safeguarding and promoting the welfare of children and applicants must be willing to undergo enhanced child protection screening appropriate to the position, including checks with the Disclosure and Barring Service and previous employers. As part of your role, you will be required to adhere to all School Policies, to include but not be limited to Safeguarding and Child Protection, Code of Conduct and Health & Safety.

Bethany School is an Equal Opportunities Employer and appointments will be made without regard to gender, age or ethnic origin.

This post is exempt from the Rehabilitation of Offenders Act 1974.

Our teachers are specialists in their respective fields and are passionate about delivering the very highest standard of learning to enrich and accelerate our pupils.