Primary School Teaching Assistant in Newbury

We’re open to a wide range of working patterns and contract types. This role could suit full-time or part-time hours, fixed-term or permanent contracts. If you don’t see your ideal arrangement listed, we still encourage you to apply and tell us what you’re looking for.

Core hours to include 8:30-15:30 with some scope for flexibility for different roles/candidates. Please enquire with Rachel Sheen - Head of Primary at: r.sheen@maryhare.org.uk or on: 01635 573801 for discussion of alternative term-time hours. We also have the opportunity for some Breakfast Club hours from 8am and Afterschool Club hours until 5pm.

Mary Hare educates profoundly deaf children at its residential/day school in Berkshire, and we pride ourselves on our pupils’ achievements at Primary, GCSE, A Level as well as B Tech and Vocational Courses. We offer the opportunity to teach highly motivated children, in small classes, where you can make a real difference at this national centre of excellence for deaf education. No knowledge of sign language is required, as we follow an auditory/oral philosophy.

We are seeking to employ teaching assistants to work with our deaf children. Be part of the team helping the pupils at Mary Hare Primary to learn to grow in understanding of themselves and to develop their knowledge skills through the curriculum – with the aim of making each child a confident, self-motivated, and independent learner. At Mary Hare we have a large TA team who work flexibly across the Primary and Secondary settings. Depending on the needs of the students you will be required to carry out group work and 1:1 work across a variety of ages and needs. We will consider your previous experience, qualifications, and preferences when planning your timetable. We are looking for enthusiastic team members who want to enhance the education of deaf children who also may have additional SEND.

Main Duties and Responsibilities

• Support the teacher in promoting the learning and the well-being of the pupils by working with individual children or groups when directed by the teacher to enable learning by every child in all lessons.
• Taking every opportunity to develop the pupils’ speaking and listening skills by talking to them.
• Encouraging children to persevere and enjoy communication and supporting language development by listening to the children, talking to the children and reinforcing the new vocabulary being learnt all the time.
• Supporting the teacher where appropriate on planning, target setting and evaluating.
• Taking responsibility for the effective running of the classroom by setting out materials for lessons, creating wall displays etc. and ensuring the classroom is reasonably tidy at the end of the school day.
• Working in close collaboration with the teacher ready to anticipate when support is required.
• Checking hearing aids and cochlear implants daily in the morning (after training).
• Supporting break/lunch duty (on a rota basis) to enable safe and sociable mealtimes as well as supporting play in the outdoor environment.
• Supporting the children’s general well-being and supporting positive self-esteem.
• Motivating and encouraging the children throughout the school day.
• Ensure children are kept safe.
• Taking on specific responsibilities within the team as the need arises.
• Supporting the school behaviour policy.
• 1:1 work with a child with SEND additional to deafness.
• First aid (when gained qualification).
• Working with children with SEND to access learning in the classroom.
• Working flexibly across the school.

Person Specification

Education Attainment & Professional Qualifications

• GCSEs at grades 9 to 4 (A* to C) including English and Maths
• Level 2 or 3 Certificate in Supporting Teaching & Learning in Schools
• Level 3 Diploma in Childcare & Education
• Other equivalent relevant qualification in childcare

Knowledge and Experience

• Experience of planning and leading teaching and learning activities (under supervision)
• Experience working with children of Primary age
• Experience of EYFS learning
• Awareness of Safeguarding requirements and good practice within an education setting
• Experience of working in a SEN environment
• Experience of supporting children 1:1 with SEND
• Be an excellent English Language role model

Skills and Personal Qualities

• Excellent communication skills to enable effective dialogue with colleagues, staff, visitors and pupils
• Organised and self-motivated, with a proven record for meeting targets and deadlines
• Able to perform well and remain professional whilst under pressure
• Dedicated team-player, who strives for excellence and leads by example
• Tactful and discreet, whilst mindful of observing safeguarding and professional standards
• Displays a smart and professional appearance, representing the school in a positive manner
• Reliable and stable
• Well-developed problem-solving skills
• Enthusiastic, with an eagerness to learn new skills and a commitment to personal continuous development
• High level of accuracy and attention to detail
• Self-motivated and able to work alone without direction
• Adaptable and flexible with working patterns when required
• Committed to contributing toward the school community
• Good numeric and computer skills (Microsoft Outlook essential)

Essential Values, Behaviours and Attitudes

All employees are expected to actively promote and demonstrate our school’s core values: Confidence, communication, curiosity, independence and kindness.