Teaching Assistant

**About us**

Hello,

I am proud to be the Headteacher at River Tyne Academy Gateshead. We work with learners who are facing an interruption in their learning because they have been permanently excluded from their previous school or because their school has asked us to work with them to understand their underlying needs. We help our learners return to mainstream or another provision that meets their needs and build a successful future at a point that is right for them.

Our curriculum is broad and balanced to motivate and engage our learners whilst providing them with the core skills and qualifications to enable them to progress. During their time with us learners focus on building Currency, Character and Community knowledge and skills. Our highly trained team deliver a range of GCSEs and vocational programmes to our learners and have high expectations - as a minimum we expect all learners to leave with a minimum of GCSEs in English and maths and go on to education and training post-16 or into employment. When learners are ready to leave our school we work with other organisations to ensure their transition is successful.

We understand how important it is to work with parents and carers to ensure they feel supported. Every learner has a link tutor who regularly updates parents and carers and we value feedback from all our stakeholders.

If you would like to find out more about River Tyne Academy we look forward to hearing from you.

Rebecca Matthews
Headteacher

To work under the guidance of teaching/senior staff and within an agreed system of supervision, to implement agreed work programmes with individuals/groups, in or out of the classroom. This could include those requiring detailed and specialist knowledge in particular areas and will involve assisting the teacher in the whole planning cycle and the management/preparation of resources. Staff may also supervise whole classes occasionally e.g. during short-term absence of teacher) or for regular short periods with teacher’s planning provided.

We use a relational approach to show we care about our learners, staff and communities. Our approach sets clear boundaries for behaviour, attendance and conduct. However, we want our learners to engage with a love of learning, enjoy being at school, build positive relationships and go on to bright futures.

**Support the pupils**:

- Use specialist (curricular/learning) skills/training/experience to support pupils
- Assist with the development and implementation of IEPs
- Establish productive working relationships with pupils, acting as a role model and setting high expectations
- Promote the inclusion and acceptance of all pupils within the classroom
- Support pupils consistently whilst recognising and responding to their individual needs
- Encourage pupils to interact and work co-operatively with others and engage all pupils in activities
- Promote independence and employ strategies to recognise and reward achievement of self-reliance
- Provide feedback to pupils in relation to progress and achievement

**Support the teacher**:

- Work with the teacher to establish an appropriate learning environment
- Work with the teacher in lesson planning, evaluating and adjusting lessons/work plans as appropriate
- Monitor and evaluate pupils’ responses to learning activities through observation and planned recording of achievement against pre-determined learning objectives
- Provide objective and accurate feedback and reports as required, to the teacher on pupil achievement, progress and other matters, ensuring the availability of appropriate evidence
- Be responsible for keeping and updating records as agreed with the teacher, contributing to reviews of systems/records as requested
- Undertake marking of pupils’ work and accurately record achievement/progress
- Promote positive values, attitudes and good pupil behaviour, dealing promptly with conflict and incidents in line with established policy and encourage pupils to take responsibility for their own behaviour
- Liaise sensitively and effectively with parents/carers as agreed with the teacher within your role/responsibility and participate in feedback sessions/meetings with parents with, or as directed
- Administer and assess routine tests and invigilate exams/tests
- Provide general clerical/admin. support e.g. administer coursework, produce worksheets for agreed activities etc.

**Support for curriculum**:

- Implement agreed learning activities/teaching programmes, adjusting activities according to pupil responses/needs
- Implement local and national learning strategies e.g. literacy, numeracy, early years and make effective use of opportunities provided by other learning activities to support the development of relevant skills
- Support the use of ICT in learning activities and develop pupils’ competence and independence in its use
- Help pupils to access learning activities through specialist support
- Determine the need for, prepare and maintain general a