Higher-Level TA – Supporting New Horizons and SEN

Abbey College

Details for applicants

Would you like to visit us?

Informal visits are welcomed. We are not as far away as you think and driving through the countryside each morning is a very pleasant way to start you day! You’ll find us just 20-25 minutes from Peterborough and Huntingdon, and commutable from Cambridge too. Why not come and visit us so we can show you more of our school?

 What do I do if I want to know more before applying?

You are very welcome to come and visit our wonderful school, please just let us know and we will arrange a tour of the department and wider school. More information is available on our website. However, if you have any further questions, please contact Kate Wibberley Kate.Wibberley@abbeycollege.cambs.sch.uk

New Scale Point: Scale 6 Point 18 to 22 (£27344 to £29439 pro-rata)

Hours: 37 hours per week (Term time only plus 3 training Days)

Skills

Ability to plan, deliver and evaluate a lesson from departmental schemes of work.

To use interactive marking to provide regular feedback to students to promote reflection and improvement.

To contribute towards Annual Reviews for children with EHC Plans.

To be able to support students with SEMH needs.

Planning

Plan and prepare lessons with teachers, participating in all stages of the planning cycle, including in lesson planning, evaluating and adjusting lessons/work plans.

Develop and prepare resources for learning activities in accordance with lesson plans and in response to pupil need.

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

Within an agreed system of supervision and within a pre-determined lesson framework, teach whole classes.

Provide detailed verbal and written feedback on lesson content, pupil responses to learning activities and pupil behaviour, to teachers and pupils.

Motivate and progress pupils’ learning by using clearly structured, interesting teaching and learning activities.

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.

Be aware of and support difference and ensure all pupils have equal access to opportunities to learn and develop.

Promote and support the inclusion of all pupils, including those with specific needs, both in learning activities and within the classroom.

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 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.

Organise and safely manage the appropriate learning environment and resources

Promote and reinforce children’s self-esteem and independence and employ strategies to recognise and reward achievement of self-reliance

Assist the class teacher in encouraging acceptance and integration of children with special needs, or from different cultures and/or with different first language

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

With teachers evaluate pupils’ progress through a range of assessment activities.

Assess pupils’ responses to learning tasks and where appropriate, modify methods to meet individual and/or group needs.

Monitor pupils’ participation and progress and provide constructive feedback to pupils in relation to their progress and achievement.

Assist in maintaining and analysing records of pupils’ progress.

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.

Support the teaching staff with reporting pupils’ progress and achievements at parents meetings which are usually held outside school hours.

Mentoring, Supervision and Development

Manage other teaching assistants and undertake induction, appraisal, training and mentoring for other teaching assistants.

Assist teachers in offering mentoring support and guidance to other teaching assistants undertaking formal training.

Support and guide other less experienced teaching assistants’ work in the classroom when required and lead training for other teaching assistants.

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

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.

Understand and implement school child protection procedures and comply with legal responsibilities.

Assist in maintaining good discipline of pupils throughout the school and escort and supervise pupils on planned visits and journeys.

Provide support and assistance for children’s pastoral needs, for example, caring for sick, injured or distressed children.

Provide physical support and maintain personal equipment used by the children at the school. Administer medication as agreed.

Foster and maintain constructive and supportive relationships with parents/careers, exchanging appropriate information, facilitating their support for their child’s attendance, access and learning, and supporting home to school and community links.

Supervise pupils in the school including clubs and school visits.

Assist teachers by receiving instructions directly from 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

To promote the safeguarding of children

To carry out the duties and responsibilities of the post, in accordance with the school’s Health and Safety Policy and relevant Health and Safety Guidance and Legislation.

To use information technology systems as required to carry out the duties of the post in the most efficient and effective manner

To undertake other duties appropriate to the post that may reasonably be required from time to time

Any other duties required by the Assistant Headteacher/SENDCo, Deputy Headteacher, or the Headteacher, which is within the scope of this post.