Cover Supervisor

Please note the interview date shown as interviews will be notified on short notice We have vacancies for Permanent Teaching Assistant 3/Cover Supervisors, based across both our East and West sites. You will take an active part in all aspects of the curriculum and enjoy assisting our pupils to learn and make progress. We have a fun approach to the curriculum and celebrate enthusiastically each child’s small steps of achievement. The successful candidate will be expected to cover classes using planning provided. Knowledge of a range of special needs would be useful; however we do provide a comprehensive induction and training programme. You will require NVQ3 or an equivalent qualification with good literacy, numeracy and IT skills. Strong leadership and communication skills are essential. Hours are 33.50 per week. Monday 8.30am to 4.00pm, Tuesday -8.30 - 4.00pm Wednesday to Friday 8.30am to 3.30pm RICHMOND HILL SCHOOL Richmond Hill School is a specialist primary school dedicated to supporting children with severe and complex learning difficulties, including a significant number who are on the autism spectrum. We provide a nurturing and inclusive environment tailored to meet the diverse needs of our pupils, all of whom have an Education, Health and Care (EHC) plan. Our provision is delivered across two well-resourced sites: Richmond Hill West, located on Sunridge Avenue Richmond Hill East, situated on Crawley Green Road Currently, the school supports approximately 280 pupils, who are organised into 35 classes based on their age and developmental stage. Of these, 18 classes are located at our East site on Crawley Green Road, while the remaining 17 classes are based at our West site on Sunridge Avenue. All of our pupils experience significant communication difficulties and require highly individualised approaches to support language development. Augmentative and alternative communication (AAC) strategies are embedded throughout the school to facilitate expressive and receptive language skills. The vast majority of pupils are working within the P3 to P8 attainment range, with a small number progressing beyond these levels. Approximately 65% of our pupils have a diagnosis of Autism Spectrum Condition (ASC). These children are fully integrated into all aspects of school life, and we place a strong emphasis on creating inclusive learning experiences that promote independence, communication, and social interaction for all SCHOOL ORGANISATION Curriculum ambition: knowledge, skills & cultural capital Our curriculum is designed to provide a structured, sequential, and inclusive learning journey tailored to meet the diverse needs of our learners. It focuses on five key learning areas: Communication and Interaction, Cognition and Learning, Physical and Sensory, PSHE (Personal, Social, Health education), and Functional Skills. Within these areas, subjects are divided into five progressive learning levels, ensuring learners develop skills at their own pace and build upon prior knowledge. Each learning area contains curriculum maps detailing potential learning outcomes tailored to accommodate the needs of all pupils. These maps encompass six developmental strands that support sequential learning from the earliest stages of development. : Sensory Experience Purposeful Skill Development Functional Skills Intentional Applied Skills Extended learning (Maths and English) Please note the school reserves the right to close adverts prior to the closing date if a sufficient response is received. Early applications are advised in light of this. Applicants will be assessed following lesson observation and if unsuccessful will not proceed to formal interview “The school is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment”. “Applicants must be willing to undergo child protection screening appropriate to the post, including checks with past employers and the Disclosure and Barring Service.”