Higher Learning Teaching Assistant

7 months ago

Bridgwater, United Kingdom Robert Blake School Full time

**POST: Higher Level Teaching Assistant - Neurodiversity lead practitioner.**

**REPORT TO: Senior Assistant Headteacher (Inclusion) and KS3 SENCo.**

**CONTRACT INFORMATION**:

- **Salary: Grade 12, £26,421 - £29,777 pro rata (£22,927 - £25,839)**:

- **Term time + 5 INSET days.**:

- **37 hours a week (8.00 to 4.00 (3.30 Friday)), or similar by negotiation.**

**Main Purpose of Job**:
To be a lead practioner in supporting and meeting the needs of neurodiversity students at Robert Blake. The key aspects to this role include being an advocate for neurodiversity, promoting inclusion and striving for the best positive personal, social and academic outcomes. To complement the work of teachers and the Wider ASN team by planning, preparing, and delivering a range of learning activities and interventions to identified groups of students: assessing, recording, and reporting on their achievements, progress and development. Provide administrative support to the Senior Assistant Headteacher (Inclusion) and KS3 SENCo.

**Main Responsibilities and Duties**:
Under an agreed system of supervision of the Senior Assistant Headteacher (Inclusion) and KS3 SENCo:

- To work collaboratively with both SENCOs, curriculum team leaders, class teachers and other key adults to ensure students are achieving the best positive personal, social and academic outcomes.
- To develop specific, personalised intervention packages, which effectively target social, emotional and other needs, which are specific to students with neurodiversity, for example understanding their autism / ADHD, promoting an image of neurodiversity, work on puberty and being a teenager.
- To assess the needs of students and use detailed knowledge and specialist skills to contribute to the planning, preparation and delivery of structured teaching and learning activities and resources that interest and motivate students to advance students’ learning.
- To work with a range of other professionals to inform the planning and delivery of interventions across the team and to work with leadership on promoting inclusion and being an advocate for neurodiversity.
- To plan, deliver, assess and evaluate individual and small group interventions.
- To use data to inform planning and have an overview of an individual students level of progress and attainment.
- To work with teachers on teaching resources and be able to pre-teach to prepare students to obtain best outcomes in lesson.
- To be a key worker for a small number of identified students as set out by this initiative. This will include maintaining cycles of Assess Plan Do Review (APDR).
- Act as a role model and set high expectations for the students.
- To use ICT effectively to support learning activities and develop students’ competence and independence in its use.
- To administer and assess / mark tests and invigilate examinations / tests.
- To undertake and redeliver specialist training to develop your skills and the skills of others

**Facts and Figures**:
Robert Blake School is an 11-16 Secondary School with approximately 1060 students and 140 staff. The school is expanding rapidly, and we will see student numbers increasing to a maximum of 1200 within the next few years. The school serves an area of high deprivation, with numbers of pupil premium, and SEN students well above Somerset and national averages.

**Problem Solving and Creativity**:
Required to be highly organised, and able to use initiative in determining the best way to support students within an overall framework of established school policies, guidelines and rules. A pro-active relational approach, along with problem solving skills are essential.

**Decision Making**:
Would be expected to make decisions on the most appropriate techniques for supporting students within the context of separate intervention under the overall direction of the Senior Assistant Headteacher (Inclusion) and KS3 SENCo.

**Physical Effort and Working Conditions**

Normal school working environment. Most of the day is spent sitting or standing. Some ICT work, and possible occasional trips and visits.

**Contacts and Relationships**

Regular contacts with students, members of staff, external agencies, families where appropriate to pass and receive information, advice, guidance, suggestions and ideas.

**Knowledge, Skills and Experience**:
Will have met higher level teaching assistants’ standards that are set at level 4 of the National Qualifications Framework or equivalent. Numeracy and literacy skills equivalent to NVQ Level 2 (GCSE A- C) in English and maths. Training in relevant learning and SEN strategies.

Will have awareness of national frameworks, and evidence of working with students with a range of learning difficulties. A minimum of 2 years’ experience of working with children is required.

Able to use ICT effectively to support learning.

A good working knowledge and experience in the relevant teaching programmes/strategies and a good understanding of child dev

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