HLTA for Literacy

Harris Academy Sutton is looking for a Higher Level Teaching Assistant to complement the professional work of teachers by taking responsibility for agreed activities under an agreed system of supervision.

This may involve planning, preparing and delivering learning activities for individuals/groups or short term for whole classes and monitoring students and assessing, recording and reporting on students’ achievement, progress and development. Responsible for the management and development of a subject area within the academy and/or management of other teaching assistants including allocation and monitoring of work, appraisal and training.

About Us

We believe that a happy and settled staff body helps drive the very best performance from our students. We are committed to a high-quality professional development programme and can drawn on expertise from across the Harris Federation.  As a HASU member of staff at any level you will receive the training and support that you need to carry out your role effectively and develop at a pace that suits you.

We are committed to ensuring that our staff have the right level of balance between work and home life. Our policies and procedures are aimed at allowing our teaching staff to spend as much time as possible planning and delivering lessons.

We work in an award-winning building with excellent facilities. Our thriving staff association ensures all new members of staff soon feel part of the HASU community.

We run a broad and diverse curriculum to a fully comprehensive intake of students.

Our focus on the core value of Integrity means that our behaviour is excellent, with staff supported by a strong and highly visible Academy Leadership Group. Detentions are run centrally, allowing teaching staff to do what they do best: plan and teach amazing lessons.

Attendance and engagement with learning is high, and centrally planned tutor time resources ensure that our tutors can engage with students whilst delivering high-quality experiences

Main Areas of Responsibility

Support for Students

• Assess the needs of students and use detailed knowledge and specialist skills to support students’ learning
• Establish productive working relationships with students, acting as a role model and setting high expectations
• Develop and implement IEPs
• Promote the inclusion and acceptance of all students within the classroom
• Support students consistently whilst recognising and        responding to their individual needs
• Encourage students to interact and work co-operatively with others and engage all students in activities
• Promote independence and employ strategies to recognise and reward achievement of self-reliance
• Provide feedback to students in relation to progress, achievement, behaviour, attendance etc

Support for Teachers

• Within an agreed system of supervision and within a pre-determined lesson framework, teach small groups or whole groups.
• Provide detailed verbal and written feedback on lesson content, student responses to learning activities and student behaviour, to teachers and students.
• Motivate and progress students’ learning by using clearly structured, interesting teaching and learning activities.
• Organise and manage appropriate learning environment and resources
• Within an agreed system of supervision, plan challenging teaching and learning objectives to evaluate and adjust lessons/work plans as appropriate.
• Monitor and evaluate student responses to learning activities through a range of assessment and monitoring strategies against pre-determined learning objectives.
• Provide objective and accurate feedback and reports as required on student achievement, progress and other matters, ensuring the availability of appropriate evidence.
• Record progress and achievement in lessons/activities systematically and providing evidence of range and level of progress and attainment.
• Work within an established discipline policy to anticipate and manage behaviour constructively, promoting self-control and independence.
• Supporting the role of parents in students’ learning and contribute to/lead meetings with parents to provide constructive feedback on student progress/achievement etc.
• Administer and assess/mark tests and invigilate exams/tests.
• Production of lesson plans, worksheet, plans etc.

Support for the Curriculum

• Deliver learning activities to students within agreed system of supervision, adjusting activities according to student responses/needs.
• Deliver local and national learning strategies e.g. literacy, numeracy, KS3, early years and make effective use of opportunities provided by other learning activities to support the development of students’ skills.
• Use ICT effectively to support learning activities and develop students’ competence and independence in its use.
• Select and prepare resources necessary to lead learning activities, taking account of students’ interests and language and cultural backgrounds.
• Advise on appropriate deployment and use of specialist aid/resources/equipment.

Experience

• Experience working with children of relevant age
• Experience of working with students with additional needs
• Experience of delivering literacy and reading/writing recovery programmes 

Qualifications & Training

• Provide evidence of fulfilling the Higher Level Teaching Assistant standards and or ability and potential to fulfil them within the first 6 months of the role.
• Relevant qualifications that help demonstrate evidence towards the above
• Excellent numeracy/literacy skills – equivalent to at least NVQ Level 2 in English and Maths
• Hold relevant qualifications at A level or equivalent to at least NQF Level 3
• Evidence of specialism in specific curriculum areas or areas of particular learning difficulty
• Qualifications relevant to subject area they will be based in
• Meet Higher Level Teaching Assistant standards or equivalent qualification or experience
• Training in relevant learning strategies e.g. literacy
• Specialist skills/training in curriculum or learning area e.g. bi-lingual, sign language, ICT Qualifications and experience relevant to the subject area they will be based in

Safeguarding Notice

The Harris Federation and all our academies are committed to ensuring the highest levels of safeguarding and promoting the welfare of children, and we expect all our staff and volunteers to share in this commitment. All offers of employment are subject to an Enhanced DBS check, references, and where applicable, a prohibition from teaching check will be completed for all applicants. Before applying, please review our Policy Statement on the Recruitment of Ex-Offenders.

Equal Opportunities

The Harris Federation is an equal opportunities employer and welcomes applications from all suitably qualified candidates.

As a provider of employment and education, we value the diversity of our staff and students, and all our staff are equally valued and respected. We are committed to providing a fair, equitable and mutually supportive learning and working environment for our students and staff.