Higher Level Teaching Assistant

This HLTA role focuses on supporting students with significant Social, Emotional and Mental Health (SEMH) needs, as well as those with barriers around Cognition and Learning. Working closely with the Assistant Principal, SENDCo and wider Inclusion and Pastoral teams, you will deliver targeted interventions, monitor progress and help students develop confidence, resilience and independence. You will liaise with staff, families and external agencies to ensure students receive the right support, while contributing to a positive, inclusive environment where wellbeing and engagement are prioritised.

The Ideal Candidate will:

• Have experience supporting students in a mainstream and/or specialist setting
• Demonstrate strong communication skills and the ability to build trust with students and families
• Show confidence in leading interventions and supporting learning
• Work collaboratively with teachers, pastoral staff and external professionals
• Display excellent behaviour-management skills and a calm, supportive approach
• Be committed to safeguarding, inclusion and promoting student wellbeing
• Be proactive, reflective and willing to undertake further training

Overall Purpose of the role:

The purpose of this important role is to support students who are experiencing significant issues around their Social, Emotional and Mental Health. This will involve the implementation of SEMH interventions with particular focus on students with emotional or mental health issues. The Higher-Level Teaching Assistant will work closely with the Assistant Principal (Safeguarding, Inclusion and Wellbeing), SENDCo and the wider Inclusion/Pastoral teams, to support those students identified as having significant needs around Cognition and Learning and/or SEMH. The successful candidate will lead the delivery of an agreed programme of intervention, to identify and support student well-being, engagement and progress. The successful candidate will liaise with relevant inclusion staff, teachers and external agencies to deliver bespoke support and monitor and evaluate progress made toward specific targets within an agreed supportive framework.

Safeguarding Requirement:

This post requires the post holder to work in settings with children and young adults. Any employment offer is therefore subject to the results of an Enhanced Disclosure from the Disclosure and Barring Service (DBS). People who may have contact with younger children (i.e. primary school age) are also required to complete a declaration about family or other members of their household.

Key outputs:

• Assessing and identifying needs around Cognition and Learning and/or SEMH, organising and providing learning and educational activities.
• Developing social, communication and life skills.
• Securing children’s physical and emotional well-being, whilst raising self-esteem and encouraging independence.
• Working with staff to support the well-being, engagement, behaviour and progress of a specific cohort of students.
• Working in partnership with parents/carers and families in order to build confidence and trust.
• Preparation of specialist support and teaching resources.
• Working with the pastoral and inclusion teams as well as teachers to monitor and review progress toward specific targets.
• Challenging students to do the best they can and upholding the expectations of the school with regard to behaviour and attitudes.
• Modelling positive attitudes through daily interactions.
• Liaising with the pastoral team and external agencies where necessary to develop wider support strategies.
• The implementation of Cognition and Learning and/or SEMH interventions based on outcomes of related baseline assessments.
• Liaise with pastoral and Inclusion staff to ensure the needs of all students are met.
• Deliver appropriate interventions to maximise student well-being and progress.
• To monitor and evaluate student participation and progress through a range of assessment activities and provide constructive support and feedback to students.
• Contribute to the planning and delivery of lunchtime and after school activities.
• Ensure that interventions are clearly recorded in the relevant systems and related to the objectives/goals for students.

Outcomes:

• Appropriate support is in place for those students requiring it.
• Students attend school and engage with their learning within a challenging but supportive framework.
• Students are physically and emotionally well, and are able to deal with the stresses and challenges they face confidently.
• Parents are made aware of barriers to progress and are active partners in supporting SEMH needs.
• The number of negative interactions and sanctions is reduced.

General:

• Be aware of and comply with policies and procedures relating to child protection, health, safety and security, confidentiality, and data protection, reporting all concerns to an appropriate person.
• To undertake such other duties and responsibilities of an equivalent nature, as may be determined by the post holder’s line manager.
• The post-holder’s duties must at all times be carried out in compliance with the Academy’s Equal Opportunities Policy and other policies designed to protect employees or service users from harassment.
• Take reasonable care of the health and safety of self, other persons and resources whilst at work.
• Co-operate with management of the Academy as far as is necessary to enable the responsibilities placed upon the Academy under the Health and Safety at Work Act to be performed e.g. operate safe working practices.
• It is the duty of the post-holder not to act in a prejudicial or discriminating manner towards others associated with the academy, including those who may be for example from ethnic minority communities, women, disabled or older people, or people from the LGBTQ+ community. The post holder should also counteract such practice or behaviour by challenging or reporting it.

Essential:

• Mainstream and/or special school support experience in relevant key stage(s).
• Experience in leading, modelling and developing effective classroom practice with other staff.
• Educated to GCSE level ‘C’ or equivalent including English and Maths, or be able to demonstrate equivalent experience to that level.
• Willingness to undertake further training and qualifications.
• Knowledge of safeguarding procedures.
• Managing and developing individuals to maximise their contribution to service delivery.

Desirable:

• Higher Level Teaching Assistant qualification/certification.
• Experience of working with children with complex needs, in particular Autistic Spectrum Condition.
• Experience of working closely with families.
• Experience in leading and delivering Inclusive interventions one to one or to small groups.
• Knowledge of special educational needs, inclusion and equality procedures, legislation and relevant guidance.
• Ability to manage difficult conversations and meetings.
• Able to support/have a specialism in a Core Subject (Maths, English or Science).