Nurture Higher Level Teaching Assistant (HLTA) (1 year fixed term) in Portsmouth

At Beacon View Primary Academy we are passionate about shaping the lives of our children. As a school, we are positive, we work as a team and have a number of initiatives to ensure that our staff’s wellbeing is looked after. As OFSTED recently recognised, our staff know the pupils extremely well and use this information to form strong relationships with our families, which is essential to the work we do. We are determined that all our children are able to access learning and work to remove any barriers. From bagels on the gates to breathing techniques and Zones of Regulations, we work with both children and parents to support our children’s SEMH needs across the school, so that they can get on with the essential skill of learning. We expect the highest standard of behaviour, children to attend every day and welcome full support from our families.

Beacon View Primary Academy is part of United Learning, a large and growing group of schools aiming to offer a life-changing education to children and young people across England. United Learning is committed to safeguarding and promoting the welfare of all children and young people and expects all staff and volunteers to share this commitment. All positions are subject to an Enhanced Disclosure and Barring check from the Disclosure and Barring Service (DBS) and shortlisted candidates will be subject to an online check.

Job Purpose: To complement the teachers’ delivery of the national curriculum and contribute to the development of other support staff, pupils and school policies and strategies. To work collaboratively with teaching staff and assist teachers in the whole planning cycle and the management/preparation of resources. Cover classes when teachers are absent for any reason, including PPA, sickness or leadership time. To provide support for pupils, the teacher, and the school in order to raise standards of achievement for all, by utilising advanced levels of knowledge and skills when assisting with planning, monitoring, assessing and managing classes, and to encourage pupils to become independent learners, to provide support for their welfare, and to support the inclusion of pupils in all aspects of school life.

The successful candidate will receive training from Nurture UK ahead of setting up the BV Nurture provision. They will be responsible for planning the curriculum input and coordinating with other adults who will support in the provision. They will work closely with the Vice Principal: Inclusion to develop this provision and will coordinate with staff who lead interventions, for example, Forest School and Edible Kitchen Garden.

Planning:

• Plan and prepare lessons, participating in all stages of the planning cycle, including in lesson planning, evaluating and adjusting lessons/plans.
• Develop and prepare resources for learning activities in accordance with lesson plans and in response to pupil need.
• Contribute to the planning of opportunities for pupils to learn in out-of-school contexts in line with school policies and procedures.

Teaching and Learning:

• Within an agreed system of supervision and within a pre-determined lesson framework, teach whole classes covering PPA and emergency staff absence.
• Provide detailed verbal and written feedback on lesson content, pupil responses to learning activities and student behaviour, to teachers and pupils.
• Motivate and progress pupils’ learning by using clearly structured, interesting teaching and learning activities.
• Be familiar with lesson plans, SEND support plan targets and learning objectives.
• Be aware of and support difference and ensure all pupils have equal access to opportunities to learn and develop.
• Promote and support the inclusion of pupils, including those with specific needs, both in learning activities and within the classroom.
• Use behaviour management strategies, in line with the school’s policy and procedures, to contribute to a purposeful learning environment and encourage pupils to interact and work cooperatively with others.
• In accordance with arrangements made by the Principal, progress pupils’ learning in a range of classroom settings, including working with individuals, small groups, and whole classes where the assigned teacher is not present.
• Organise and safely manage the appropriate learning environment and resources.
• Promote and reinforce pupils’ self-esteem and independence and employ strategies to recognise and reward achievement and self-reliance.
• Assist the class teacher in encouraging acceptance and integration of pupils with special needs, or from different cultures and/or with different first languages.
• Support the role of parents in pupils’ learning and contribute to/lead meetings with parents to provide constructive feedback on pupil progress, achievement, and behaviour, maintaining sensitivity and confidentiality at all times.

Monitoring and Assessment:

• Assess pupils’ responses to learning tasks and where appropriate, modify methods to meet individual and/or group needs.
• Monitor pupils’ participation and progress and provide constructive feedback to pupils in relation to their progress and achievement daily through AFL and marking.
• Assist in maintaining and analysing records of pupils’ progress.
• Contribute to programmes of observation and assessment as planned by the teacher and provide reports, evaluations, and other information to assist in the provision of appropriate support for specific children.
• Prepare reports of pupils’ progress for end of year reports to parents and for parent interviews.

Mentoring, Supervision and Development:

• Assist teachers in offering mentoring support and guidance to other teaching assistants undertaking training.
• Support and guide other less experienced teaching assistants’ work in the classroom when required and lead training for other teaching assistants.
• Contribute to the overall ethos, work and aims of the school by attending relevant meetings and contributing to the development of policies and procedures within the school.
• Also participate in staff meetings and training days/events as requested.

Behavioural and Pastoral:

• Recognise and challenge any incidents of racism, bullying, harassment, victimisation and any form of abuse of equal opportunities, ensuring compliance with relevant school policies and procedures and making sure the individuals involved understand it is unacceptable.
• Understand and implement school child protection procedures and comply with legal responsibilities.
• Assist in maintaining good discipline of students throughout the school and escort and supervise students on planned visits and journeys.
• Provide support and assistance for students’ pastoral needs.
• Provide physical support and maintain personal equipment used by the students at the school.
• Foster and maintain constructive and supportive relationships with parents/carers, exchanging appropriate information, facilitating their support for their child’s attendance, access, and learning, and supporting home to school and community links.
• Supervise students at times other than during lessons according to the school’s duty arrangements.
• Assist teachers by receiving instructions directly from professional or specialist support staff involved in the student’s education.

Other:

• Lunchtime Duty
• First Aid when needed.
• Any other duties required by the class teacher, Deputy Principal, or the Principal, which is in the scope of the post.
• At all times carry out duties with due regard to the school’s Health and Safety policy.
• To work within and encourage the school’s Equal Opportunity policy and contribute to diversity policies.

Person Specification:

Qualifications:

• Essential: A minimum qualification of GCSE English & Maths at grade C/4 or above (or Level 2 or above equivalent qualification)
• Essential: Hold the HLTA Qualification or equivalent, has a secure knowledge of primary education and meets the HLTA standards
• Desirable: Degree

Experience:

• Have either experience of, or a significant interest in, the use of nurture to support children who have experienced ACES (training will be provided)
• Experience of working in a school environment
• Interacting with parents and families