Teaching Assistant

Teaching Assistant Job Description Grade: Scale D Hours: Full & part time positions available - term time + 1 week 1. Purpose & Scope Under the instruction / guidance of teaching or other senior staff and within the overall ethos of the school, undertake care and learning programmes and activities to support individuals or groups of pupils, including more specialised support for those with special educational needs, enable access to learning for pupils and assist the teacher in the management of pupils and the classroom. Work may be carried out in the classroom or in other teaching areas. This post will involve working with pupils with challenging behavior (from age 7 - 18), for which training will be provided. 2. Organisational Relationships 2.1 Responsible to the Head of School or Senior Teacher or Senior Teaching Assistant but works to and with a qualified teacher on a day to day basis. 2.2 Liaise with teachers, other support, health and education specialists, parents, visitors and volunteers and appreciate / support their roles. 3. Principal Accountabilities or Activities Support to Pupils 3.1 To attend to the personal and social needs of pupils and any other special requirements depending on the nature of a pupil’s special needs and, wherever possible, making these part of the learning experience. 3.2 Under agreed school procedures, to give first aid / medicine and accompany sick children home, or to a health centre or hospital as necessary, or assist with programmes of special care such as physiotherapy, hydrotherapy or speech therapy, under the direction of the appropriate specialist. 3.3 Supervise and provide particular support for pupils, including those with special needs, ensuring their safety and access to learning activities. 3.4 Assist with the development and implementation of Individual Education / Behaviour Plans and Personal Care programmes. 3.5 Promote inclusion and acceptance of pupils while encouraging constructive relationships within the classroom and with parents. 3.6 Provide feedback to pupils in relation to progress and achievement under the guidance of the teacher. 3.7 In particular, provide support for pupils with challenging behaviors, (from age 7 - 18), for which training will be provided. Support for Teachers 3.8 Assist with the planning of learning activities. 3.9 Create and maintain a purposeful, orderly and supportive environment, in accordance with lesson plans and assist with the display of pupils’ work. 3.10 Use strategies, in liaison with the teacher, to support pupils to achieve learning goals. 3.11 Monitor pupils’ responses to learning activities and accurately record achievement / progress as directed and provide detailed and regular feedback to teachers on pupils’ achievement, progress, problems etc. 3.12 Promote good pupil behaviour, dealing promptly with conflict and incidents in line with established policy and encourage pupils to take responsibility for their behaviour. 3.13 Administer routine tests and invigilate exams and undertake routine marking of pupils’ work and provide clerical / admin support, eg. Photocopying, typing, filing, money and administer coursework. Support for the Curriculum 3.14 Undertake structures and agreed learning activities / teaching programmes, adjusting activities according to pupil responses, including undertaking literacy and numeracy programmes, recording achievement and progress and feeding back to the teacher. 3.15 Prepare, maintain and use equipment / resources required to meet the lesson plans / relevant learning activity and assist pupils in their use, including supporting the use of ICT in learning activities and developing pupils’ competence in its use. Support for the School 3.16 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. 3.17 Be aware of and support difference and ensure all pupils have equal access to opportunities to learn and develop. 3.18 Attend and participate in relevant meetings as required and participate in training and other learning activities and performance development as required. 3.19 Assist with the supervision of pupils out of lesson times, including before and after school and 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. 3.20 Undertake other similar activities that may fall within the grade and scope of the post as directed by the Head of School. Person Specification Essential Qualities 1. Knowledge and understanding of Special Educational Needs - should be able to demonstrate a positive contribution to working with children in an SEN setting. 2. Teamwork - should be able to work as part of a team and accept corporate responsibility for decisions. 3. Pastoral Development - should have an appreciation of the role of the school in the social education of pupils and their preparation for independent living. 4. Organisation - should be able to organise work to ensure consistency and high standards of practice, to prioritise completing demands and to meet deadlines. 5. Judgement - should be able to exercise sound judgement to review decisions and acknowledge errors. 6. Personal Development - should be prepared to improve and develop their understanding of special educational needs and their role within the special school setting. 7. Communication - should be able to communicate effectively with staff at all levels, pupils, parents, governors and representatives of the LA and local community. 8. Flexibility - should be able to approach problems in a flexible way and adapt to situations as they occur. 9. School Aims and Values - should be able to identify with and support the values and aims of the school. 10. Personality - should have enthusiasm and confidence with children, be resourceful tactful and diplomatic and most importantly have a sense of humour. 11. Challenging behaviours - physical and emotional capacity to be able to support children with challenging behaviours on a daily basis. 11. Willingness - should be willing and able to support out of school activities and promote the school when necessary. Desirable qualities but not essential 1. Experience of supporting children with SEN. 2. An interest in the development and practical application of ICT to support SEN pupils. 3. Ability to drive category D vehicles (minibuses), and have the relevant entitlement on driving license 4. Any personal skills that would benefit the school and its pupils. 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.