HLTA Project Support Leader in Longton

The posts are fixed term for 12 months in the first instance. The role will involve working with a group of schools in the Burslem and/or Meir area. The St Bart's Multi Academy Trust are seeking to appoint a highly motivated and enthusiastic individual to join our hard working and committed team. At St Bart's Multi-Academy Trust, our children come first. High expectations, mutual trust and respect are underpinned by a warm, supportive ethos. In the best interests of our children we work very closely with our partner Academies.

The successful candidate will be working alongside a team of caring, enthusiastic, dedicated staff, who are well-supported by their Senior Leadership Team. St Bart’s Multi Academy Trust is committed to safeguarding and promoting the welfare of children and young people and expect all staff and volunteers to share this commitment. This position is subject to an Enhanced Disclosure check under the Rehabilitation of Offenders Act 1974. Further details regarding this check are available from schools.

More information on St Bart’s Multi Academy Trust including our Prospectus and Safeguarding Policy can be found on our website https://sbmat.org.

St Bart’s Multi-Academy Trust are looking to recruit an experienced Early Years Practitioner to work as part of an exciting project in Stoke-on Trent. The role may be suitable for teachers looking for a role without class responsibility or experienced HLTA’s. Primary schools and Academies within Stoke on Trent are collaborating with Thrive at Five to improve outcomes for children in the Foundation Stage. Thrive at Five is a national charity committed to working with others to create home and school environments that support good levels of development at the end of the foundation stage.

This role is part of a project that is designed to help schools deliver evidenced interventions, work effectively with parents and support induction into nursery and reception classes. We are looking for someone who is a motivated team player and who can fully engage in the project work with schools, families and community groups. Required as soon as possible - part time role considered.

Primary schools and Academies within the Meir and Burslem areas are collaborating with Thrive at Five to improve outcomes for children in the Foundation Stage. This role is part of a project that is designed to help schools deliver evidenced interventions, work effectively with parents and support induction into nursery and reception classes.

• Early Years Practitioners who can work across a group of primary schools supporting with:

• Coordinating, monitoring, and evaluating the delivery of evidenced interventions.
• You will be responsible for ensuring university students and school staff deliver the programmes effectively.
• You will monitor and evaluate the children’s progress and report back to schools and Thrive at Five.
• Identifying and delivering evidenced interventions that support children in the reception year achieving a good level of development.
• Parental engagement. You will strengthen relationships with parents by delivering workshops that are designed to support parents with home learning environments.
• School readiness. Supporting and delivering effective and innovative induction strategies for children and parents joining nursery and reception classes.
• This will involve working during the summer holidays supporting the delivery of summer activities that promote school readiness.
• Evaluation of the project effectiveness. You will keep detailed records and collate data to inform the evaluation process.
• You will confidently highlight any issues and work with Thrive at Five and the project schools to find dynamic proven solutions.
• Integral to helping those children who grew up through the pandemic catch up in terms of communication and language and the other elements of the Early Years Foundation Stage.
• Enthusiastic and experienced additional early years practitioners working in the way described below will make a difference through the focused and purposeful activity that you will be delivering.
• This is not a typical early year’s practitioner role. It allows for innovation, a commitment to working with parents in ways that will stimulate greater and creative ways that work alongside parents to act as an important educator of their children.
• This will include working some holidays and at different settings. This role may suit an experienced EYFS teacher who is looking for a role that doesn’t include class responsibility.

Duties:

• This new role is an exciting one which will be evaluated to ascertain its impact and we hope shape national practice and interest.
• To work across 3 or 4 primary schools in a peripatetic EYFS support role.
• To support the delivery of speech & language programmes, ensuring that planning, preparation, recording, assessment and reporting meet a diverse range of learning and social needs.
• To monitor, assess, record and report on the impact of specific programmes.
• To liaise with senior members of staff regarding the implementation of support programmes.
• To be committed to raising the achievement of pupils within the designated schools.
• To support and manage university students delivering speech & language programmes to children within EYFS, ensuring that the programmes are delivered consistently and to the highest standard.
• To deliver workshops to parents & carers that promote home learning.
• To work during some summer holidays supporting the delivery of summer school for EYFS pupils and their families.
• To maintain the positive ethos and core values of each school both in and outside the classroom.
• Establish and maintain effective working relationships within each school team and other colleagues and clients/partners.
• Implement agreed school policies and guidelines.
• Support Thrive at Five initiatives and ensure detailed records are kept for evaluation.
• Plan appropriately to meet the needs of all pupils through differentiation of tasks.
• Set clear targets based on prior attainment for pupils to make age expected progress.
• To keep appropriate efficient records integrating formative and summative assessment into weekly and termly planning.
• To maintain good order in the classroom in accordance with the Behaviour Policy.
• To participate as required in meetings with colleagues in respect of their post, duties and responsibilities.
• To work with specialists and outside agencies and to lead and organise support in class for the benefit of the students.
• Be responsible for own professional development and proactive in their own appraisal process.

Health and Safety:

• Ensure a work environment that protects people’s health and safety and that promotes welfare and which is in accordance with the Trust Health and Safety policy.

Professional Accountability:

• The post holder is required to 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.
• In addition, they are to contribute to the achievement of the school’s objectives.

Safeguarding:

• Promote and safeguard the welfare of children and young persons you are responsible for or come into contact with.

Equalities:

• Ensure that all work is completed with a commitment to equality and anti-discriminatory practice, as a minimum to standards required by legislation.