SEN T.A

Recruiter
Clear Education
Location
Manchester
Posted
10 Oct 2018
Closes
08 Nov 2018
Sector
Education
Contract Type
Permanent
Hours
Full Time
We are currently recruiting for a HLTA available immediately with enhanced DBS for a PRU, excellent opportunity for someone to assist in running a centre supported by teachers and Deputy Head Teacher
EXCELLENT RATE OF PAY, IMMEDIATE START

Higher Level Teaching Assistant Grade: Scale 6
Job Description
3. Contribute to the planning of opportunities for pupils to learn in out-of-school contexts in line with
schools policies and procedures.
Teaching and Learning
4. Within an agreed system of supervision and within a pre-determined lesson framework, teach whole
classes.
5. Provide detailed verbal and written feedback on lesson content, pupil responses to learning
activities and pupil behaviour, to teachers and pupils.
6. Motivate and progress pupils’ learning by using clearly structured, interesting teaching and learning
activities.
7. Support the teaching of the National Literacy Strategy, e.g. by delivering the ALS, ELS, FLS and
Progress units to groups of pupils, support the teaching of the National Numeracy Strategy and
assist pupils to access the full curriculum. Be familiar with lesson plans, IEP targets and learning
objectives.
8. Be aware of and support difference and ensure all pupils have equal access to opportunities to
learn and develop.
9. Promote and support the inclusion of all pupils, including those with specific needs, both in learning
activities and within the classroom.
10. 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 co-operatively with
others.
11. In accordance with arrangements made by the headteacher, 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, in line with regulations and guidance under Section 133 of the
Education Act 2002 and STPCD 2003.
12. Organise and safely manage the appropriate learning environment and resources.
13. Promote and reinforce children’s self-esteem and independence and employ strategies to recognise
and reward achievement of self-reliance.
14. Assist the class teacher in encouraging acceptance and integration of children with special needs,
or from different cultures and/or with different first language
15. 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
16. With teachers evaluate pupils’ progress through a range of assessment activities.
17. Assess pupils’ responses to learning tasks and where appropriate, modify methods to meet
individual and/or group needs.
18. Monitor pupils’ participation and progress and provide constructive feedback to pupils in relation to
their progress and achievement.
19. Assist in maintaining and analysing records of pupils’ progress.
20. 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.
21. Support the teaching staff with reporting pupils’ progress and achievements at parents meetings
which are usually held outside school hours.
Mentoring, Supervision and Development
22. Manage other teaching assistants and undertake recruitment, induction, appraisal, training and
mentoring for other teaching assistants.
23. Assist teachers in offering mentoring support and guidance to other teaching assistants undertaking
formal training.
24. Offer mentoring support and guidance for older pupils undertaking work experience activities within
secondary schools.
25. Support and guide other less experienced teaching assistants’ work in the classroom when required
and lead training for other teaching assistants.
26. 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
27. 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 individual/s involved understand it is unacceptable.
28. Understand and implement school child protection procedures and comply with legal
responsibilities.
29. Assist in maintaining good discipline of pupils throughout the school and escort and supervise
pupils on planned visits and journeys.
30. Provide support and assistance for children’s pastoral needs, for example, dressing, caring for sick,
injured or distressed children.
31. Provide physical support and maintain personal equipment used by the children at the school.
Administer medication as agreed.
32. 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.
33. Supervise pupils in the playground and plan and organise play time activities.
34. Assist teachers by receiving instructions directly form professional or specialist support staff
involved in the children’s education. These may include social workers, health visitors, language
support staff, speech therapists, educational psychologists, and physiotherapists.
Other
35. Any other duties required by the class teacher, Deputy headteacher, or the headteacher, which is
within the scope of this post.
36. At all times carry out duties with due regard to the school’s Health and Safety policy.
37. To work within and encourage the school’s Equal Opportunity policy and contribute to diversity
policies and programmes in relation to discriminatory behaviour.
38. To promote the safeguarding of children.
PERSON
SPECIFICATION
Post: Higher Level Teaching Assistant
Grade: Scale 6
Responsible to: Assistant Head Teacher
The person specification sets out the criteria to be used in determining whether an individual is likely to be
able to undertake the duties in the job description.
EDUCATION & EXPERIENCE (ESSENTIAL)
1. Meet HLTA standards or equivalent qualification or experience.
2. Hold relevant qualifications at a level equivalent to at least NQF Level 3.
3. Demonstrable levels of numeracy & literacy equivalent to GCSE (A-C) or NVQ Level 2 (or by test).
4. Attend induction training; NLS, NNS, ALS, ELS, FLS training as appropriate and training relevant to
the post, including behaviour management and Child Protection training.
5. Training in relevant learning strategies e.g. literacy.
6. A minimum of two years’ HLTA experience of working with children (either in paid or unpaid
capacity) preferably in an educational setting.
7. Evidence of specialism in specific curriculum areas or areas of particular learning difficulty.
8. Managerial experience within an educational setting.
KNOWLEDGE & UNDERSTANDING
9. Knowledge of the requirements of the national literacy and numeracy strategies.
10. Knowledge & understanding of the National Curriculum including the literacy and numeracy
strategies.
11. Understanding of behaviour management strategies.
12. Understanding of First Aid procedures.
SKILLS
13. Effective oral and written communication skills.
14. Excellent interpersonal skills both in working relationship with young pupils and in forming effective
professional relationships with a wide range of contacts.
15. Good organisational and time management skills.
16. Sound IT skills to support learning and maintain electronic information systems.
ABILITIES
17. Able to form and maintain appropriate professional relationships and boundaries with children and
young people.
18. Ability to organise, lead and motivate a team.
19. Ability and willingness to work constructively as part of a team
20. Ability to supervise pupils effectively both in and out of school in line with the school’s behaviour
policy.
21. Ability to organise the classroom activities e.g. preparing and setting out resources.
22. Ability to organise the classroom activities e.g. preparing and setting out resources an implementing
strategies for T&L.
23. Ability to deal with sensitive information in a confidential manner.
24. Ability to help children and young people to transfer their learning to other parts of their lives.
25. Ability to provide a good role model to young pupils.
26. Ability to work in partnership with parents and teachers.
27. Ability to use own initiative and work flexibly.
OTHER
28. Willingness to attend school training sessions.
29. Empathy with young people facing barriers to their learning.
30. A commitment to helping young pupils achieve, through education and learning.
31. An understanding of and a genuine commitment to Equal Opportunities

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