Teaching Assistant

4 months ago

South Croydon, United Kingdom Coombe Wood School Full time

**Salary Grade and Range**:Grade 5 Spine points 13-20 paid pro rata

**Contract**:Permanent, Term time only (38 weeks per year)

**Working Pattern**:37.5 hours per week between 8:00-4:00

**Responsible to**:Head of Learning Support/Assistant Headteacher Inclusion and Transition

**Main Purpose**
- To lead on intervention in one core area of SEND: Cognition and Learning/Communication and Interaction/ SEMH) with the support of and training from the SENCO/Head of Learning Support.
- The HLTA will hold a shared responsibility for the careful monitoring of student progress, including through target setting, provision mapping and regular liaison with class teachers.

**Professional Attributes**
- Have high expectations of children and young people with a commitment to helping them fulfil their potential
- Establish fair, respectful, trusting, supportive and constructive relationships with children and young people
- Demonstrate the positive values, attitudes and behaviour they expect from children and young people
- Communicate effectively and sensitively with children, young people, colleagues, parents and carers
- Recognise and respect the contribution that parents and carers can make to the development and wellbeing of children and young people
- Demonstrate a commitment to collaborative and cooperative working with colleagues
- Improve their own knowledge and practice including responding to advice and feedback

**Professional Knowledge and Understanding**
- Understand the key factors that affect children and young people’s learning and progress
- Know how to contribute to effective personalised provision by taking practical account of diversity
- Have sufficient understanding of their area(s) of expertise to support the development, learning and progress of children and young people
- Have achieved a nationally recognised qualification at level 2 or above in English/literacy and Mathematics/numeracy
- Know how to use ICT to support their professional activities
- Know how statutory and non‐statutory frameworks for the school curriculum relate to the age and ability ranges of the learners they support
- Understand the objectives, content and intended outcomes for the learning activities in which they are involved
- Know how to support learners in accessing the curriculum in accordance with the special educational needs (SEN) code of practice and disabilities legislation
- Know how other frameworks, that support the development and well‐being of children and young people, impact upon their practice

**Professional Skills**
- Planning and Expectations
- Use their area(s) of expertise to contribute to the planning and preparation of learning activities
- Use their area(s) of expertise to plan their role in learning activities
- Devise clearly structured activities that interest and motivate learners and advance their learning
- Plan how they will support the inclusion of the children and young people in the learning activities
- Contribute to the selection and preparation of resources suitable for children and young people’s interests and abilities

**Induction**
- Baseline incoming year 7s and in-year admissions by supporting to administer a range of screening tests, conducting student observations, and seeking teacher and parental feedback.
- Observe, reassess, mark and record results of older year groups.
- Contribute to student profiles.
- Assist in the induction of new TAs to develop effective in-class support.

**Teaching and Learning**
- Leading and delivering KS4 Learning Support sessions
- Promote a safe, stimulating learning environment.
- Create appropriate and engaging resources for the group or individual you teach, with the use of the relevant curriculum overviews and planning schemes.
- Make suggestions and contribute to planning overviews where appropriate to best meet the needs of our learners.
- Recognise and respond to individual needs within lessons.
- Promote independence and use appropriate strategies to recognise and reward achievement.
- Encourage students to interact and work cooperatively with others.
- Build and hold positive relationships with all students.
- Regularly seek and respond to student voice.
- Reflect on one's own professional practice.
- Mark students’ work and provide written and verbal feedback to students in line with school policy.
- Promote the inclusion and acceptance of all students within withdrawal group/classes
- Record rewards and behaviours in line with school policy.
- Possibility of mentoring EHCP students in KS4-KS5 to provide specific and targeted support.

**Monitoring and Assessment**
- Monitor learners’ responses to activities and modify the approach accordingly
- Monitor learners’ progress in order to provide focused support and feedback
- Support the evaluation of learners’ progress using a range of assessment techniques
- Contribute to maintaining and analysing records of learners’ progress

**Leadership and Management**
- To lead,

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