Higher Level Teaching Assistant
About This Role
We seek an individual who is keen to give quality support to students' learning and behaviour and support the whole school drive for improved literacy. Taking on a specialist role to deliver targeted interventions in literacy, the successful candidate will support a wide range of students with complex, diverse learning needs and take responsibility for ensuring they make progress in literacy and across the curriculum. The successful applicant will also be involved in breakfast club, break and lunch time support, study club, after school clubs and/or in the Additional Resourced Provision for SEND students, according to need.
About Greenford High School
Our vision is to be ‘ambitious for all’, and over the last decade we have consistently achieved outcomes that have placed us in the top 20% of schools nationally for student progress. We aim for all students to achieve excellent academic results, but we are also a truly comprehensive school which tries to get the best out of every child, whatever their ability or circumstances. We are known for our exceptionally strong relationships between staff and students and for our staff promotion opportunities across many areas of the school.
Our facilities are superb with a university campus style layout, extensive IT facilities, large, expansive playing fields. We also have one of the largest Post-16 Centres in London with designated study and support areas.
As well as working alongside friendly, supportive colleagues, what does GHS offer you?
a supportive approach to approving staff leave of absences;
small class sizes where possible;
financial assistance for Masters and further degrees;
a partnership with the Institute of Education and Teach First;
free on-site car parking spaces and secure bicycle storage;
free access to sporting facilities and fitness gym;
a range of health & well-being services including access to the ‘Workplace Options’ staff support scheme and onsite counselling;
Purpose of the post: To work with teaching staff to support the whole school drive for improved literacy. The postholder will take on a specialist role to lead on delivering targeted interventions in literacy, reading, writing and communication. The postholder will support a wide range of students with complex and diverse learning needs and take responsibility for ensuring they make progress in literacy, across the curriculum and in line with school priorities.
Accountable to: Assistant Headteacher - SENCO and Assistant Headteacher - Literacy
Responsible for: Delivering literacy interventions, as directed by Assistant Headteacher - Literacy. Supporting a range of students with complex needs, as directly by the Assistant Headteacher - SENCO
Duties:
Be responsible for leading on the delivery, monitoring and tracking of progress in literacy for an identified group of students.
To work closely with the Assistant Headteacher - Literacy to ensure interventions remain fit for student needs and are achieving positive outcomes.
To work closely with parents and carers ensuring the best possible outcome for an identified group of students.
To work collaboratively with teachers to share strategies and progress of an identified group of students.
To develop strong communication with parents, carers and family and give support to help them use consistent behaviour management at home.
To monitor progress, set targets and ensure that the appropriate intervention strategies are put into place for a small cohort of identified students.
To help teachers plan to support learning and progress for the identified students.
To support the academic, social and emotional progress of identified students with complex needs.
To help the students develop resilience and independence, both learning in lessons and in having positive peer & staff relationships.
To support the school’s inclusion centre as directed, working with students who may be in danger of permanent exclusion.
To undertake work and responsibilities in line with the Training and Development Agency for Schools (TDA) Standards for Higher Level Teaching Assistants.
To support development of students’ resilience and independence, in classrooms and around the school.
To run small group activities to help the student meet their targets.
To be supportive of the student’s social development before and after school and at breaktimes by running enrichment activities in the playground.
To promote the inclusion of all pupils, ensuring they have equal opportunities to learn and develop
To participate in appropriate meetings with colleagues and parents to facilitate the proper execution of the postholder’s responsibilities.
To undertake a share of general supervisory duties in accordance with the school’s organisation of duty rosters.
To provide support to students with exam arrangements. Completing training to ensure compliance.
To support with SEN coffee mornings.
This job description is not necessarily a comprehensive definition of the post. It may, from time to time, be subject to modification or amendment in consultation with the holder of the post and other relevant parties
Person Specification
Qualifications and Experience | |
Appropriate qualifications, including Literacy and Maths qualifications to Level 2 or equivalent | Essential |
Hold a HLTA qualification or be willing to work towards HLTA completion. | Essential |
Demonstrable relevant experience for professionals other than teachers | Desirable |
Knowledge and Experience | |
Understanding and/or experience of current developments in secondary education. | Desirable |
Understanding and knowledge of child protection and safeguarding issues. | Essential |
Understanding and experience of tackling the social, emotional and psychological obstacles to students’ learning and achievement. | Desirable |
Understanding of current approaches to assessment, recording and reporting procedures at various levels. | Desirable |
Knowledge of the implications for working in a multicultural environment. | Essential |
Knowledge and understanding of issues related to equal opportunities and their implications for classroom practices in teaching. | Essential |
Professional Skills | |
Ability to liaise with other teaching staff and work in co-operation with colleagues | Essential |
Ability to motivate pupils using a variety of methods and the setting of appropriate goals and monitoring of progress | Essential |
Ability to assess, monitor and report on students’ progress | Essential |
Ability to communicate effectively orally and in writing | Essential |
Ability to interpret and track student progress using data | Desirable |
Ability to successfully encourage students to the highest standards of individual achievement | Essential |
Educational Commitment | |
Commitment to the promotion of positive images and equality of opportunity for all students, irrespective of gender, sexuality, disability or ethnicity. | Essential |
Commitment to the school’s Mission Statement and code of conduct. | Essential |
Commitment to the welfare of every child and to the school’s safeguarding policies and procedures. | Essential |
Commitment to addressing whole-school issues and cross-curricular themes in the subject, including literacy, numeracy, Student Voice, Assessment for Learning, G&T, Personalising Learning, work-related learning and enterprise education | Essential |
Commitment to the achievement of quality in education through Continuous Professional Development. | Essential |
Commitment to the development of links between the school, home and the community | Essential |
Commitment to providing a supportive environment for the pupils particularly for those with special educational needs. | Essential |
Commitment to developing and using the VLE/ICT for the benefit of students’ learning. | Essential |