Higher Level Teaching Assistant

40 hours per week, Monday – Friday, Term Time only

We are looking to appoint a Higher-Level Teaching Assistant to join our dedicated and supportive team. This post will involve leading TA Support for SEN in English and the wider academy including the preparation and delivery of lessons to pupils under the direction of the Director of English, KS3 English Lead and SENCO. 

To oversee the planning and evaluation of a range of literacy interventions e.g. SRA/ NESSY/ Lexia/ Accelerated Reader within a framework set by the school and to teach, and support the teaching of, these programmes. To teach and support lessons as directed by the Director of English/SENCO. This role is varied, and we are looking for an adaptable, flexible and resourceful individual able to cope in a high-pressure environment and deal with constantly changing priorities.

Job Requirements

Pupils 

• Work with Curriculum Leaders, Learning Support, staff etc to ensure Learning Support reflects the School’s ethos and aims. 
• Develop knowledge of a range of learning support needs and strategies.
• Preparing and developing resources for learning activities and reporting on the progress made by pupils.

Give in-class support by: 

• Clarifying and explaining instructions.
• Ensuring the pupil is able to use equipment/ materials provided. 
• Motivating and encouraging; supporting development of skills in literacy, numeracy, communication and social/ behavioural needs; helping pupils to concentrate on, and finish, work set; meeting physical needs whilst encouraging independence; liaising with class teachers and SENCo about Provision Maps. 

To lead in the monitoring and delivery of small groups of pupils as directed by the Curriculum Leader in intervention sessions to improve literacy including: 

• Preparing appropriate resources and activities for literacy sessions.
• Reporting on the progress of students to the English curriculum Leader, KS3 lead & Senco. 
• To encourage acceptance and inclusion of pupils with special needs. 
• To develop methods of promoting/reinforcing self-esteem and independence. 
• To accompany the pupil on outings related to area of specialism. 
• To provide individual supervision in and out of the classroom for students with behavioural problems. 
• Monitoring directed students including the assessment, recording and reporting of achievement and mental well-being. 

 Staff 

• To assist and work collaboratively with the class teacher (and other professionals as appropriate) in the development of a suitable programme of support. 
• Work collaboratively with staff to make reasonable adjustments to lesson plans, materials and teaching activities to ensure accessibility for students with SEND. 
• Understand the language, and contribute to the process, of Provision Maps and Academic Mentoring. 
• In conjunction with the class teacher, and under direction from the SENCo, ensure that the progress of students with SEND is being monitored and tracked. 
• To participate in the evaluation of the support programme as part of school self-evaluation processes. 
• To provide regular feedback about pupils to teacher/ SENCo. 
• Comply with any reasonable request as requested by a manager to undertake work of a similar level that is not contained within this generic role profile. This role profile may be changed by a manager in consultation with you. 
• Supervision & management: No direct line management responsibility but role must be an effective collaborator between Support Department Staff, parents, pupils with SEND and appropriate external agencies. 
• Resources responsibility: Create and prepare resources for supporting pupils with SEND. No budgetary responsibility.

The successful candidate will have:

• GCSE or equivalent in core students including grade C in English and Maths.
• IT literate including excel, publisher and word.
• Knowledge of Special Educational Needs.
• Experience of working with children preferably in an educational setting.
• Experience of developing positive working relationships.
• Good interpersonal skills and the ability to establish a positive relationship with students and emphasise their needs.
• Be flexible and respond to changing demands.
• Ability to demonstrate active listening skills.
• Effective oral and written communication skills.
• Excellent interpersonal skills both in working relationships with young pupils and in forming effective professional relationships with a wide range of contacts.
• Good organisational and time management skills.
• Good sense of humour.

CV’s will not be accepted, please download our application form or contact recruitment@rwbatrust.org.uk.  

Closing date: Monday, 13 June 2022.

Interview Date: TBC

 We look forward to receiving your application should you be interested. If you have not heard from us by the interview date, you may assume that your application has been unsuccessful on this occasion. Unfortunately, we are unable to offer feedback on individual applications that are not shortlisted for interview.

Safeguarding Statement

Wellington Academy is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults and expects all staff and volunteers to share this commitment. We particularly welcome applications from underrepresented groups, including ethnicity, gender, transgender, age, disability, sexual orientation or religion.  

Please note any position that involves working with children requires declaration of ALL convictions/cautions regardless of whether these are deemed as spent and a DBS check will be carried out before any employment commences.  

References will be obtained before interview at shortlisting stage and may be used in the interview process.  If previous employment has included working with children, then at least one referee must be from this employment, regardless of whether this is the current or most recent employment. Any gaps in employment must be detailed and an explanation provided in the relevant section.