Teaching Assistant 4 (HLTA)

To complement the work of teachers by taking responsibility for agreed learning activities under an agreed system of supervision. Monitoring pupils and assessing, recording and reporting on pupils’ achievement, progress and development as agreed with the teacher. Planning, preparing and delivering learning activities for individuals/groups or short‑term for whole classes. Responsible for the management and development of a specialist area within the school.

Specific Aspects of this position

• Support for Pupils
  • Assess the needs of pupils and use detailed knowledge and specialist skills to support pupils’ learning.
  • Supervision of pupils while carrying out pre‑prepared work and work that has been set in accordance with the school policy.
  • Establish productive working relationships with pupils, acting as a role model and setting high expectations.
  • Contribute to the Annual Review and EHCP process.
  • Develop and implement IEPs.
  • Promote the inclusion and acceptance of all pupils within the classroom.
  • Support pupils consistently while recognising and responding to their individual needs.
  • Encourage pupils to interact and work cooperatively with others and engage all pupils in activities.
  • Promote independence and employ strategies to recognise and reward achievement of self‑reliance.
  • Provide feedback to pupils in relation to progress and achievement.
  • Supervise and support pupils during breaks and lunch, including helping them with eating lunch and lunch‑time activities.
  • Support pupils with a range of medical needs, for example seizures, asthma, diabetes.
  • Support delivery of the universal offer of therapy programmes, including meeting the moving and handling needs of pupils as directed by SLT and in line with EHCP.
  • Administer medication in accordance with an agreed plan under the direction of the Head and following appropriate training/healthcare plan.
• Support for Teachers
  • Within an agreed system of supervision, plan challenging teaching and learning objectives to evaluate and adjust lessons/work plans as appropriate.
  • Organise and manage appropriate learning environment and resources.
  • Understand planning and aligning practice with the teacher or hubs planned curriculum.
  • Monitor and evaluate pupil responses to learning activities through a range of assessment and monitoring activities against pre‑determined learning objectives.
  • Provide objective and accurate feedback and reports as required on pupil achievement, progress and other matters ensuring the availability of appropriate evidence.
  • Record progress and achievement in lessons/activities systematically and provide evidence of range and level of progress and attainment.
  • Work within an established discipline policy to anticipate and manage behaviour constructively, promoting self‑control and independence.
  • Support the role of parents in pupils’ learning and contribute to/lead meetings with parents to provide constructive feedback on pupil progress/achievement.
  • Administer and assess/mark tests and invigilate exams/tests.
  • Produce lesson plans and appropriate resources, in agreement with any supervising teacher.
• Support for Learning
  • Deliver learning activities to pupils within an agreed system of supervision, adjusting activities according to pupil responses/needs.
  • Deliver local and national learning strategies and make effective use of opportunities provided by other learning activities to support the development of pupils’ skills.
  • Use ICT effectively to support learning activities and develop pupils’ competence and independence in its use.
  • Select and prepare resources necessary to lead learning activities, taking account of pupils’ interests and language and cultural backgrounds.
  • Advise on appropriate deployment and use of specialist aid/resources/equipment.
• Support for the School/Trust
  • Comply with and assist 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.
  • Be aware of and support difference and ensure all pupils have access to opportunities to learn and develop.
  • Contribute to the overall ethos/work/aims of the school.
  • Establish constructive relationships and communicate with other agencies/professionals, in liaison with the teacher, to support achievement and progress of pupils.
  • Take the initiative as appropriate to develop appropriate multi‑agency approaches to supporting pupils.
  • Recognise own strengths and areas of specialist expertise and use these to lead, advise and support others.
  • Deliver out‑of‑school learning activities with guidelines established by the school.
  • Contribute to the identification and execution of appropriate out‑of‑school learning activities which consolidate and extend work carried out in class.
  • Advise, support and guide the work of other staff as required.

DBS

This post is classed as having a high degree of contact with children or vulnerable adults and is exempt from the Rehabilitation of Offenders Act 1974. An enhanced disclosure will be sought through the Disclosure and Barring Service as part of the Eden Academy Trust’s pre‑employment checks. This list is only an indication of the main tasks required to be performed. It is not an exhaustive list of duties and responsibilities and may be subject to reasonable amendments to take account of changing circumstances. The Eden Academy Trust reserve the right that you may be required to undertake such other duties and/or hours of work as may reasonably be required of you commensurate with your grade at your normal place of work or from another location within the Trust.

PERSON SPECIFICATION

• Qualifications and Experience
  • Achieved a GCSE Grade 4 or above in English/literacy and mathematics/numeracy or equivalent.
  • Potentially have achieved HLTA qualification or working towards HLTA status.
  • Training in relevant learning strategies, e.g. literacy.
  • Experience of working with relevant age groups within a learning environment.
• Professional Values and Practice
  • Understand and respect social, cultural, linguistic, religious and ethnic backgrounds.
  • Able to build and maintain successful relationships with pupils, treating them equitably with respect and consideration.
  • Demonstrate a commitment and ability to raise educational achievement to all pupils and to promote positive values, attitudes and behaviour.
  • Understand the roles of parents and carers in pupils’ learning and development and demonstrate ability to liaise with parents and carers sensitively and effectively.
  • Demonstrate a willingness and ability to improve own practices and methodologies through the utilisation of available information, tools, evaluation, observation and discussion with colleagues, mentors and line‑managers.
• Knowledge and Understanding
  • Demonstrate sufficient understanding of defined specialist area to support pupils’ learning and an ability to acquire further knowledge to contribute effectively and with confidence to the classes in which they are involved.
  • Demonstrate familiarity with the school curriculum, the age related expectations of pupils, the main teaching methods and the testing/examination frameworks in the subjects and age ranges in which they are involved.
  • Able to understand and recognise desired outcomes of lesson plans.
  • Understand the key factors that can affect pupil learning.
  • Aware of the statutory frameworks relevant to the role.
  • Understand the legal definition of Special Educational Needs (SEN) and are familiar with the guidance about meeting SEN given in the SEN Code of Practice.
  • Understand a range of strategies to establish a purposeful learning environment and to promote good behaviour.
• Planning and Expectations
  • Understand the principles and importance of effective planning and preparation of lessons.
  • Understand the principles and importance of feedback to pupils and colleagues on pupils’ learning and behaviour.
  • Knowledge of teaching resources to meet the diversity of pupils’ needs and interests.
  • Aware of learning in out‑of‑school contexts and related policies and procedures.
  • Ability to take appropriate initiative and work independently.
• Monitoring and Assessment
  • Aware and understanding of pupil assessment activities.
• Teaching and Learning Activities
  • Able to interest, motivate and advance learning of pupils using clearly structured teaching and learning activities.
  • Able to communicate effectively and sensitively with pupils to support their learning.
  • Appreciate the importance of inclusion and understand methodologies employed in promoting inclusion for a diverse range of learning activities.
  • Understand the use of behaviour management strategies and procedures, which contribute to a purposeful learning environment.
  • Understand issues relating to equal opportunities, bullying and harassment and be able to respond effectively to incidents and issues.
  • Understand health and safety issues relating to teaching space and resources and be able to organise and manage learning activities in a safe environment.
  • Understand and be able to use ICT for the advancement of pupils’ learning, using common ICT tools for their own and pupils’ benefit.