Higher Level Teaching Assistant in Bury

Location: Bury, UK

Education Phases: Primary

Job Roles: Higher Level Teaching Assistant

Working Patterns: Part-Time

Application Deadline: Wednesday, 1st July 2026

Interview Date: 10th July 2026

Expected Working Start Date: 1st September 2026

Is a Shared Job: No

About us

Welcome to our school. Holy Trinity is a vibrant and busy primary school in the centre of the historic Lancashire town of Bury. The oldest parts of our school building have been standing for more than 150 years. Our pupils come from a wide range of backgrounds and cultures with the majority of them being of Pakistani heritage. We are proud of the exciting and enriching experiences we provide. Our aim is to help children reach their full potential in a happy, caring and sharing atmosphere that recognises the worth of all in our multicultural, multi-ethnic community. Holy Trinity is proud to be part of The Sycamore CE Trust and works in collaboration with a number of Bury schools as we live out our motto which is 'Grow Together Learn Forever'. As a Church of England Aided school we also have close links with our local parish churches, St Peter’s and St Thomas’s. We recognise the importance of spiritual development for our pupils and aim to promote this through the whole curriculum.

Job Description

• Support for the pupil: Use specialist (curricular/learning) skills/training/experience to support pupils. Teach high quality whole class lessons through covering PPA or short-term sickness absence. To plan for lessons when covering PPA. Assist with the development and implementation of provision planning. Establish good working relationships with pupils, acting as a role model and setting high expectations. Promote inclusion and acceptance of all pupils within the classroom. Encourage pupils to interact with others and work cooperatively with others and engage all pupils in activities. Promote self-esteem and independence, employing strategies to recognise and reward achievement within established school procedure. Provide feedback to pupils in relation to progress and achievement under the guidance and direction of the teacher.
• Support for the teacher: Establish and maintain an appropriate learning environment with the teacher. Contribute to lesson planning, evaluating, and adjusting lessons/work plans as appropriate. Monitor and evaluate pupils' responses to learning activities through observation and planned recording of achievement against pre-determined learning objectives. Provide objective and accurate feedback and reports as required, to the teacher on pupil achievement, progress, and other matters, ensuring the availability of appropriate evidence. Be responsible for keeping and updating records in agreed format with the teacher, contributing to reviews of systems/records as necessary. Undertake marking of pupils’ work and accurately record achievement/progress. Promote positive values, attitudes and good pupil behaviour, dealing promptly with conflict and incidents and encouraging pupils to take responsibility for their own behaviour in line with established school policy. Liaise sensitively and effectively with parents/carers as agreed with the teacher within role/responsibility and participate in feedback sessions/meetings with parents under teacher's direction.
• Support for the curriculum: Implement agreed learning activities/teaching programmes, adjusting activities according to pupil learning styles and individual responses/needs. Implement local and national learning strategies effectively utilising all alternative opportunities to support extended development. Support the use of ICT in learning activities and develop pupils’ competence and independence in its use. Help pupils to access learning activities through specialist support.
• Support for the school: Be aware of and comply with school policies and procedures relating to child protection, health, safety and security, confidentiality, and data protection. Report all concerns to the appropriate person (as named in the policy concerned). Be aware of and support difference and ensure pupils have equal access to opportunities to learn and develop. Contribute to the overall ethos/aims/work of the school. Establish constructive relationships and communicate with other agencies/professionals, in liaison with teachers, to support achievement and progress of pupils. Attend and participate in meetings as appropriate. Participate in training and other learning activities as required. Recognise your own strengths and areas of expertise and use these to advise and support others. Maintain high expectations for engagement in learning and keep pupils on task. Respond to pupils’ questions and generally assist pupils. Undertake planned supervision of pupils, including before and after school, out-of-school hours learning activities and at lunchtime. Supervise pupils on visits, trips and out of school activities as required. Be responsible for and committed to safeguarding and promoting the welfare of children and young people and for ensuring that they are protected from harm.

We are proud to offer a supportive, values-driven working environment where staff are genuinely valued and developed.

A values-led organisation: As a Church of England Multi Academy Trust, our work is rooted in strong values, with a commitment to serving our communities, supporting one another, and enabling both pupils and staff to flourish. We promote a culture of collaboration, trust, and shared responsibility across all our schools and central services.

A supportive and inclusive culture: We believe that people do their best work when they feel supported. We work closely across our schools and central team to share expertise, provide practical support, and reduce unnecessary workload wherever possible. Staff wellbeing is a key priority, and we are committed to creating an environment where colleagues feel listened to and respected.

Wellbeing and staff support: All staff have access to a comprehensive and confidential wellbeing package through Education Mutual, alongside occupational health support, and additional wellbeing resources. We actively promote a healthy work–life balance and take a proactive approach to supporting staff through periods of change or challenge.

Professional development and career progression: We are committed to developing our people. Staff have access to high-quality CPD through The National College, offering a wide range of professional and personal development resources. We also provide Trust-wide development opportunities and encourage collaboration across schools to support career progression and leadership development.

Consistent and fair employment offer: As a Trust, all staff are employed under a consistent framework, ensuring fairness and transparency. Our policies and pay structures are aligned with recognised local authority models (including Bury Council), providing a reliable and well-understood employment offer.

Generous terms and conditions: We offer competitive terms and conditions, including access to Local Government or Teachers’ Pension Schemes, generous annual leave for support staff, occupational sick pay and family-friendly policies, and clear and fair pay progression arrangements.

Part of something bigger: Working within a Multi Academy Trust provides opportunities to collaborate beyond a single school, share best practice, and contribute to wider improvement across multiple settings whilst retaining a strong sense of community within each school.

A Diploma in Childcare and Education; NVQ in Children’s Care, Learning and Development (CCLD); Foundation Degree in Supporting Teaching and Learning or an equivalent qualification is essential. GCSE Maths and English at grade 4 or above (or equivalent qualification). Training in the relevant strategies, e.g., EYFS, objective led planning, safeguarding or in particular curriculum or learning area e.g. bi-lingual, sign language, dyslexia, ICT. Substantial experience of working with children across the primary range within an educational setting. Experience of the successful use of behaviour management strategies. Experience of working with children with specific learning difficulties. Experience of whole class teaching and cover. Ability to work effectively within a team environment, understanding classroom roles and responsibilities. Ability to promote a positive ethos and role model positive attributes. Ability to build effective working relationships with all pupils and colleagues. Ability to adapt own approach in accordance with pupil needs. Ability to work with children at all levels regardless of specific individual need and learning styles as appropriate. Ability to use technology. Very good personal numeracy and literacy skills. Working knowledge and understanding of national curriculum and other relevant learning programmes/strategies. Working knowledge and general understanding of principles of child development, learning styles and independent learning. Working knowledge of relevant policies/codes of practice and awareness of relevant legislation.