Teaching Assistant

Purpose of the Post

To give quality support to students' learning and behaviour in classrooms and around the school, including breakfast club, break times, lunch times, study club, after‑school and/or in the ARP (Additionally Resourced Provision for SEND students in the i‑Block) according to need. To help the students develop resilience and independence, both learning in lessons and in having positive peer & staff relationships. To support the school's inclusion centre as directed, working with students who may be in danger of permanent exclusion. To support the work of the ARP by helping our SEND students to make social and academic progress. To initiate and sustain active parental engagement. This will include sending regular emails to parents and dealing with day‑to‑day concerns. Concerns will be escalated to the SENCO where appropriate.

Responsibilities

• Contribute to teachers' planning and preparation.
• Monitor student progress (e.g. interims, learner response in exercise books).
• Provide feedback and reports on student achievement to parents, carers and other professionals.
• Attend suitable training and communicate that training to the SEN team, subject teachers and pastoral teams.
• Make effective use of training from external professionals and SEN Lead Teachers in supporting students and their families, both 1‑2‑1 and in leading quality small group sessions.
• Offer professional support to families to help them understand the special educational needs of their child.
• Provide support to students with exam arrangements, completing training to ensure compliance.
• Support students off site (e.g. trips and visits) as directed by the SENCO.
• Share information about the student's needs and academic progress to help professionals (including GHS staff and external experts such as therapists and psychologists) meet those needs effectively.
• Provide interventions (e.g. mentoring or group work) to support students and, where appropriate, their families.
• Be familiar with the school's Child Protection Policy and act within its guidelines to ensure concerns are identified and reported to the Child Protection Officer in a timely manner.
• Work closely with parents and carers to ensure the best possible outcome for identified students: develop strong communication, support consistent behaviour management at home, monitor progress, set targets, and implement appropriate intervention strategies for a small cohort of identified students.
• Collaborate with teachers to support learning and progress for identified students and act as the first point of contact for issues with that student, liaising with other staff across the school.
• Run small group activities to help the student meet their targets and support the student's social development before and after school, running enrichment activities in the playground.
• Work alongside other staff involved in inclusive learning (Assistant Headteacher in charge of Behaviour, Assistant Headteacher in charge of Inclusion, and SENCO).
• Work in accordance with key whole‑school initiatives: Literacy, Numeracy, AfL, Business and Language College status etc.
• Participate in appropriate meetings with colleagues and parents to facilitate the proper execution of the postholder's responsibilities.
• Undertake a share of general supervisory duties in accordance with the school's organisation of duty rosters.
• Support with SEN coffee mornings.

Qualifications and Experience

• Appropriate qualifications, including literacy and maths qualifications to Level 2 or equivalent.
• Demonstrable relevant experience for professionals other than teachers.
• Essential understanding and experience of tackling the social, emotional and psychological obstacles to students' learning and achievement.
• Desirable knowledge of current developments in secondary education.
• Desirable understanding and knowledge of child protection and safeguarding issues.
• Desirable understanding of current approaches to assessment, recording and reporting procedures at various levels.
• Desirable knowledge of the implications for working in a multicultural environment.
• Essential knowledge and understanding of issues related to equal opportunities and their implications for classroom practices in teaching.

Professional Skills

• Ability to liaise with other teaching staff and work in co‑operation with colleagues.
• Ability to motivate pupils using a variety of methods and the setting of appropriate goals and monitoring of progress.
• Ability to assess, monitor and report on students' progress.
• Ability to communicate effectively orally and in writing.
• Ability to interpret and track student progress using data.
• Desirable ability to successfully encourage students to the highest standards of individual achievement.

Commitments

• Commitment to promoting positive images and equality of opportunity for all students, irrespective of gender, sexuality, disability or ethnicity.
• Commitment to the school's Mission Statement and code of conduct, welfare of every child and safeguarding policies and procedures.
• Commitment to addressing whole‑school issues and cross‑curricular themes, including literacy, numeracy, student voice, assessment for learning, G&T, personalising learning, work‑related learning and enterprise education.
• Commitment to achieving quality in education through continuous professional development.
• Commitment to developing links between the school, home and the community.
• Commitment to providing a supportive environment for pupils, particularly those with special educational needs.
• Commitment to developing and using the VLE/ICT for the benefit of students' learning.