Larkrise is a Primary school in East Oxford with 450 children on roll aged 3 to 11.
Teaching Assistant (Fixed term until August 31st 2020
Required as soon as possible
Pay Grade 4, Point 4 - 5 , (£18,426 - £18,795 pro rata, Actual for 30hr contract- c£12,443.30 - c£12,692.49)
30 hours a week (8:40am -3:10pm) - term time only
Larkrise is a popular and expanding school in East Oxford with 450 children on roll aged 3-11. Our childcare facilities are open from 8 am until 6 pm during term time and we also run a Holiday Playscheme.
We are proud of the cultural diversity at the school which gives Larkrise its character and is used to enrich the lives and learning of all children. We are looking for an enthusiastic, self-motivated Teaching Assistant to work in a 1:1 capacity or as a general TA.
The candidates will:
• have a passion for nurturing excellence, ensuring all children become motivated and successful learners.
• have the ability to work as part of a team, building positive relationships with children, staff and parents.
• have good literacy and numeracy skills, and a willingness to learn
• work within a team of committed TAs and in collaboration with other teaching staff
The TA will join the team of teachers and support staff, working to support individual children or those in the class. They will be directed by the teacher and will work with a range of children within the class. It may involve working with children with Special Educational Needs. The candidate will support children to reach their potential within class. Experience in TA work is desirable but not essential.
Everyone within Larkrise Primary School has a responsibility for, and is committed to, safeguarding and promoting the welfare of children and young people and for ensuring that they are protected from harm.
Please refer to the school website for further information.
Closing date for all applications: 13th October 2019 at midnight
Interviews will be held: 14th October 2019
LEVEL 2 – PURPOSE: To work under the instruction/guidance of teaching/senior staff to undertake work/care/ support programmes, to enable access to learning for pupils and to assist the teacher in the management of pupils and the classroom. Work may be carried out in the classroom, outside the main teaching area or within the general school environment.
Support for Pupils
• Supervise and provide support for groups of individual pupils who may have special educational needs, ensuring their safety and access to learning activities
• Assist with the development and implementation of Pupil Profile
• Establish constructive relationships with pupils, and interact with them according to individual needs
• Promote the inclusion and acceptance of all pupils throughout the school day
• Encourage pupils to interact with others and engage in activities led by the teacher
• Set challenging and demanding expectations and promote self-esteem and independence
• Provide feedback to pupils in relation to progress and achievement under guidance of the teacher/SENCO
• Work with other professionals from outside agencies as necessary for specific training (Speech and Language and Physiotherapy)
You may be required to administer elements of First Aid and elements of personal care.
Support for Teachers/SENCO
• Use strategies, in liaison with the teacher, to support pupils to achieve learning goals
• Assist with the planning of learning activities
• Monitor pupils’ responses to learning activities and accurately record achievement/progress as directed
• Provide detailed and regular feedback to teachers/SENCo on pupils’ achievement, progress, problems etc.
• Promote good pupil behaviour, dealing promptly with conflict and incidents in line with established policy and encourage pupils to take responsibility for their own behaviour
• Establish constructive relationships with parents/carers
• Administer routine tests and invigilate exams and undertake routine marking of pupils’ work
• Provide clerical/admin. support e.g. photocopying, typing, filing, money, administer coursework etc.
Create and maintain a purposeful, orderly and supportive environment, in accordance with lesson plans and assist with the display of pupils’ work
Support for Curriculum
• Undertake structured and agreed learning activities/teaching programmes, adjusting activities according to pupil responses
• Undertake programmes linked to local and national learning strategies e.g. literacy, numeracy, early years recording achievement and progress and feeding back to the teacher/SENCo
• Support the use of ICT in learning activities and develop pupils’ competence and independence in its use
Prepare, maintain and use equipment/resources required to meet the lesson plans/relevant learning activity and assist pupils in their use
Support for the School
• Be aware of and comply with policies and procedures relating to child protection, health, safety and security, confidentiality and data protection, reporting all concerns to an appropriate person
• Be aware of and support difference and ensure all pupils have equal access to opportunities to learn and develop
• Contribute to the overall ethos/work/aims of the school
• Appreciate and support the role of other professionals
• Participate in training and other learning activities and performance development as required
• Assist with the supervision of pupils at lunchtime and playtimes
Accompany teaching staff and pupils on visits, trips and out of school activities as required and take responsibility for a group under the supervision of the teacher
Taking appropriate responsibility for one’s own health, safety and welfare and the health and safety of pupils, visitors and work colleagues in accordance with the requirements of legislation and locally-adopted policies including taking responsibility for raising concerns with an appropriate manager.
• Working with or caring for children of relevant age
Qualifications and Training
• Good numeracy / literacy skills
• NVQ 2 for Teaching Assistants or equivalent qualifications or experience
• Training in the relevant learning strategies e.g. literacy
Knowledge and Skills
• Effective use of ICT to support learning
• Use of other equipment technology – video, photocopier
• Understanding of relevant polices / codes of practice and awareness of relevant legislation
• General understanding of national / foundation stage curriculum and other basic learning programmes / strategies
• Basic understanding of child development and learning
• Ability to self-evaluate learning needs and actively seek learning opportunities
• Ability to relate well to children and adults
• Work constructively as part of a team, understanding classroom roles and responsibilities and your own position within these