PURPOSE OF JOB:
To collaborate with teachers in planning and delivering programmes of teaching and learning activities for classes. The primary focus is to undertake educational activities with individuals, groups and whole classes within a framework agreed with and under the overall direction and supervision of a qualified teacher.
• Plan, prepare and deliver assigned programmes of teaching and learning activities to individuals, small groups and/or classes modifying and adapting activities as necessary under the overall direction and supervision of a teacher.
• Organise and manage an appropriate learning environment.
• In the absence of a teacher due to long term sickness or vacancy (time limited and through discussion) lead and manage a team of support staff in the delivery of high quality teaching and learning experiences for a class of up to 10 pupils.
• Assess, record and report on development, progress and attainment.
• Liaise with staff and other relevant professionals and provide information about pupils as appropriate.
• Use teaching and learning objectives to plan, evaluate and adjust lessons/work plans as appropriate within agreed systems of supervision.
• Support pupils in social and emotional wellbeing, reporting problems to the teacher as appropriate.
• Develop and implement Personalised Learning Plans for pupils, including attendance at, and contribution to, reviews.
• Support the role of parents / carers in pupils’ learning and contribute to meetings with parents / carers to provide constructive feedback on pupil progress/achievement etc.
• Act as a role model and establish clear framework for behaviour management in line with established policies.
• Anticipate and manage behaviour in order to promote pupils’ self control and independence to ensure good behaviour and respect for others is maintained.
• Use detailed knowledge and specialist skills to support pupils’ learning, establishing productive working relationships, promoting inclusion and working to support pupils consistently whilst recognising and responding to individual needs. This will ensure equality of opportunity and ensure learning outcomes are achieved for all pupils.
• Understand and comply with policies and procedures relating to child protection, equal opportunities, health, safety, security, confidentiality and data protection, reporting concerns to an appropriate person in order to maintain a safe and secure learning environment.
• Contribute to the overall work/aims of the school and, in liaison with the teacher, establish constructive relationships and communicate with other agencies / professionals, in order to support the achievement and progress of pupils.
• Participate in training and other learning activities as required and attend relevant meeting to ensure own continuing professional development.
• Become a trainer in an agreed chosen discipline relevant to pupil need both within Nexus and the locality of schools.
• Supervise and manage the development of other classroom support staff.
• To become a (SCIP) instructor and support the ongoing behaviour CPD for all staff across the whole school.
BEHAVIOUR MANAGEMENT SKILLS:
The HLTA Behaviour Support will support the Assistant Headteachers and Behaviour Lead - working vertically across all year groups in the School, providing operational support.
The post-holder will be expected to, alongside AHTs and Behaviour Lead, support the monitoring of students’ behaviour and attitude to learning across all year groups, liaising with teachers and subject leaders and offering assistance where necessary. They will have delegated responsibility for some aspects of our behaviour policy, for example they will support the effective running of parallel curriculums and personalised timetables. They will be also act as a key point of contact for parents, and should maintain positive, professional relations with all our parent community.
It is not a requirement for the post-holder to hold qualified teacher status and applications are welcome from outside of the education sector with relevant experience in behaviour management in children and young people.
• To support day to day management of student behaviour, acting as a role model for students and staff by demonstrating high quality pastoral care and support, rigorous expectations and a visible, professional presence with students.
• To support the effective running of parallel curriculums and personalised timetables by working on a 1:1 basis with those students who require additional support.
• To support all senior and middle leaders with regard to implementing school behaviour systems.
• To maintain communication with parents and carers to ensure the behaviour systems implemented within the school are supported and communicated clearly to parents.
• To understand the range of barriers to learning that impact on student progress, with reference to behaviour and attitudes to learning in and out of the classroom.