Higher Level Teaching Assistant

We are looking for a dedicated and enthusiastic Higher Level Teaching Assistant to join our SEND and Inclusion team. You'll work closely with pupils, helping them to grow in confidence and achieve their best, while supporting teachers to deliver inspiring lessons.

Responsibilities

• Supporting teachers in creating inclusive, engaging lessons.
• Leading targeted interventions and tracking their impact.
• Working closely with pupils who need extra support.
• Promoting confidence, independence, and achievement; supporting the leadership and management of the SEND department.

Additional Responsibilities

• Support in the training and line management of CSAs.
• Manage the SEND Hub during lessons, breaks, and lunch.
• Support with referrals to outside agencies.
• Create reviews and update pen portraits.
• Liaise with parents, students and outside agencies as directed.
• Lead, coordinate and quality‑assure targeted interventions such as phonics and literacy, social skills, sensory seedlings, therapeutic Lego, ELSA mentoring, tech skills, study skills, emotional regulation, physio.
• Demonstrate an informed and efficient approach to teaching and learning by adopting relevant strategies to increase achievement of all pupils with SEND.
• Promote, support and facilitate inclusion by encouraging participation of all pupils in learning and extracurricular activities.
• Use effective behaviour management strategies consistently in line with the school's policy and procedures.
• Maintain good order and discipline among pupils, managing behaviour effectively to ensure a good and safe learning environment.
• Organise and manage teaching space and resources to help maintain a stimulating and safe learning environment.
• Observe pupil performance and pass observations on to the class teacher.
• Use ICT skills to advance pupils' learning.
• Work collaboratively with class teachers to best support student's progress and attainment.
• Lead class teaching with the HUB as and when appropriate.
• Direct the work, where relevant, of other adults in supporting learning.

Planning

• Contribute to effective assessment and planning by supporting the monitoring, recording and reporting of pupil performance and progress as appropriate to the level of the role.
• Read and understand lesson plans shared prior to lessons, if available.
• Prepare the classroom for lessons.
• Use their area(s) of expertise to contribute to the planning and preparation of learning activities, and to plan their role in learning activities.
• Use allocated time to devise clearly structured activities that interest and motivate learners and advance their learning.
• Plan how they will support the inclusion of pupils in the learning activities.

Working with colleagues and other professionals

• Communicate effectively with other staff members, pupils, parents and carers under the direction of.
• Communicate knowledge and understanding of pupils to other school staff and education, health and social care professionals.
• With the class teacher, keep other professionals accurately informed of performance and progress or concerns they may have about the pupils they work with.
• Understand their role to be able to work collaboratively with classroom teachers and other colleagues, including specialist advisory teachers.
• Develop effective professional relationships with colleagues.

Whole‑school Organisation, Strategy and Development

• Contribute to the development, implementation and evaluation of the school's policies, practices and procedures, so as to support the school's values and vision.
• Make a positive contribution to the wider life and ethos of the school.

Health and Safety

• Promote the safety and wellbeing of pupils, and help to safeguard pupils' well‑being by following the requirements of Keeping Children Safe in Education and the school's child protection policy.
• Look after children who are upset or have had accidents.

Professional Development

• Help keep knowledge and understanding relevant and up‑to‑date by reflecting on practice, liaising with school leaders, and identifying relevant professional development to improve personal effectiveness.
• Take opportunities to build the appropriate skills, qualifications, and/or experience needed for the role, with support from the school.
• Take part in the school's appraisal procedure.

Personal and Professional Conduct

• Uphold public trust in the education profession and maintain high standards of ethics and behaviour, within and outside school.
• Have proper and professional regard for the ethos, policies and practices of the school, and maintain high standards of attendance and punctuality.
• Demonstrate positive attitudes, values and behaviours to develop and sustain effective relationships with the school community.
• Respect individual differences and cultural diversity.

Qualifications and Training

• Experience supporting students with SEND.
• Excellent communication and teamwork skills.
• Confident, flexible, and proactive.
• Previous experience in an educational setting is essential.
• Understanding and working knowledge of the national curriculum and other learning programs (within specified age range/subject area).
• Working knowledge and understanding of principles of child development, learning styles and independent learning.
• Knowledge and experience of planning and leading teaching and learning activities with groups of pupils.
• Understanding of inclusion, especially within a school setting.
• Knowledge of how statutory and non‑statutory frameworks for the school curriculum relate to the age and ability ranges of the learners they support.
• Knowledge of how to help adapt and deliver support to meet individual needs.
• Knowledge of how to support learners in accessing the curriculum in accordance with the SEND code of practice.
• Knowledge of GDPR requirements and regulations.
• Good standard of Education up to GCSE or equivalent including Maths and English – excellent literacy and numeracy skills.
• Minimum 2 years' experience of working with pupils in an educational setting (within specified age range/subject area).
• Relevant degree/NVQ3/4 or equivalent in supporting teaching and learning in schools, Diploma in Childcare.