Senior Teaching Assistant (S6) - Academic Support & Intervention in Redhill

Responsible to: Assistant Headteacher / TLR3 Lead for Support Strategies, Transition & Targeted Academic Intervention.

Working closely with SENCo, Assistant Headteachers, Subject Coordinators, Class Teachers and Teaching Assistants to support the delivery of the school's whole‑school strategy for targeted academic intervention, transition support and early identification of academic vulnerability.

Key Responsibilities

• Plan, deliver, monitor and evaluate evidence‑based interventions that improve pupil progress, particularly for vulnerable learners and pupils at risk of underachievement.
• Provide specialist literacy and numeracy intervention support, coordinate and monitor intervention programmes across key stages.
• Co‑design and implement bespoke intervention packages and deliver high‑quality targeted interventions for individuals and small groups.
• Timetable, organise and monitor intervention programmes across the school; maintain accurate intervention records and pupil progress information.
• Contribute to intervention review meetings and provide feedback to teachers, families and senior leaders regarding pupil progress and next steps.
• Deliver planned learning activities for groups of pupils and, where appropriate, supervise or cover classes.
• Support staff in the use of effective learning strategies and lead Teaching Assistant training linked to intervention approaches.
• Ensure specialist intervention knowledge and good practice are effectively shared across the wider support staff team.
• Contribute to break‑time and lunchtime provision for vulnerable pupils, including structured clubs and support activities that promote engagement, confidence, academic progress, strengths and talents.
• Work with the SLT, teachers, the SENCo and families to support personalised transition arrangements for vulnerable pupils and pupils requiring additional academic support.
• Model effective intervention strategies and classroom support approaches.
• Support the monitoring and consistency of intervention practice across the support staff team.
• Assist with the induction and ongoing development of Teaching Assistants within the intervention programme.
• Support workload organisation and the effective deployment of intervention staff as directed by the line manager.
• Provide data and reports to support half‑termly progress reviews and intervention evaluations.
• General Responsibilities
• Support the school's safeguarding policies and procedures at all times.
• Promote inclusion, equality and positive behaviour.
• Work collaboratively with colleagues, families and external professionals.
• Uphold the values and ethos of the school.
• Maintain confidentiality and professional standards.
• Participate in training and professional development relevant to the role.
• Undertake duties commensurate with the grade and nature of the post.
• Role Highlights
• Leading small group or whole‑class learning activities.
• Providing intervention provision during breaktimes and lunchtimes.
• Flexibility to support intervention delivery across different key stages.
• Attendance at relevant review meetings and training sessions.
• Minimum Requirements
• Minimum of 5 GCSEs (Grade C/4 or above), including English and Mathematics, or equivalent.
• Experience of delivering literacy and/or numeracy interventions.
• Experience of supporting pupils with differing academic needs.
• Experience of working collaboratively with teaching staff and support staff.
• Competence in the use of IT systems for recording and monitoring pupil progress.

Essential Knowledge and Skills

• Good understanding of effective literacy and numeracy intervention strategies.
• Understanding of barriers to learning and strategies to support vulnerable pupils.
• Knowledge of safeguarding, inclusion and equality practices.
• Ability to organise and prioritise workload effectively.
• Good written and verbal communication skills.
• Ability to work independently and use initiative within established procedures.
• Ability to guide and support less experienced colleagues.
• Good administrative, organisational and analytical skills.

Desirable Experience

• Supporting pupils with SEND and/or EHCP outcomes.
• Contributing to transition support arrangements.
• Monitoring intervention impact using progress data.
• Delivering small group or whole‑class learning activities.
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