Foundational Skills HLTA: Literacy & Numeracy Interventions

The Academy of St Nicholas; Grimsby; On-site; GBP 23,000 - 29,000; Full time

Benefits offered by this job

Supportive staff

Professional development via MAT

Inclusive school community

Wellbeing support

Job summary

The Academy of St Nicholas is seeking a dedicated HLTA (Foundational Skills) for a permanent role at our Liverpool site. You will deliver targeted literacy and numeracy interventions and support students to access the wider curriculum, contributing to closing gaps in foundational skills.

You will work with pupils individually and in small groups, monitor progress, and collaborate with teachers to maximise learning outcomes in an inclusive environment.

Qualifications

• Have experience supporting young people in an educational setting.
• Have strong literacy and numeracy skills.
• Be passionate about improving outcomes for disadvantaged learners.
• Demonstrate excellent communication and organisational skills.
• Be committed to inclusion and high expectations.
• Share our commitment to ensuring every child flourishes and thrives.

Responsibilities

• Deliver targeted literacy and numeracy intervention programmes.
• Work with students individually and in small groups.
• Support improvements in reading, writing and numeracy outcomes.
• Monitor and track student progress.
• Liaise with teachers and leaders regarding intervention impact.
• Promote positive attitudes towards learning and achievement.
• Support students in overcoming barriers to learning.
• Contribute to the Academy's inclusion and improvement priorities.

Skills

Literacy skills

Numeracy skills

Experience in education

Inclusion

Communication

Organization

Job description

The Academy of St Nicholas is seeking a dedicated HLTA (Foundational Skills) for a permanent role at our Liverpool site. You will deliver targeted literacy and numeracy interventions and support students to access the wider curriculum, contributing to closing gaps in foundational skills.

You will work with pupils individually and in small groups, monitor progress, and collaborate with teachers to maximise learning outcomes in an inclusive environment.