Learning Support Assistant - Level 2 (generic)

Shipston High; Tredington CP; On-site; GBP 17,000 - 21,000; Full time

Job summary

Shipston High School invites applications for a Post Level F Teaching Assistant. You will support teaching and learning, work with individuals or groups, and assist in safeguarding pupils’ welfare under the supervision of a teacher.

The role includes curriculum delivery support, supervision during activities, and helping implement IEPs/behaviour plans while maintaining records and reporting progress.

Qualifications

• Ideally educated to degree standard; minimum NVQ2+ or equivalent.
• GCSE English and Maths at grades A–C or equivalent.
• Good communication and listening skills; written and verbal.
• Experience as a Teaching Assistant or similar role.
• Further training on curriculum or SEN areas is desirable.
• Knowledge in at least one area of learning (e.g., English, Maths, Science).
• Understand school policies and local/national frameworks (SEN, safeguarding, health & safety).
• Ability to use ICT effectively to support learning and use tech tools.
• Capable of planning own work and transferring theory into practice.
• Pro-active, with ideas to support pupil development and inclusion.

Responsibilities

• Curriculum support: assist planning, delivery and evaluation with the teacher.
• Support pupils individually or in groups; adapt tasks to pupil needs.
• Monitor pupil progress and provide feedback to the teacher.
• Aid in personal, social and emotional development and welfare.
• Assist with classroom materials, admin tasks, and learning resources.
• Support on trips; liaise with parents/carers and other staff as needed.

Skills

TA experience

Communication skills

ICT proficiency

Independent initiative

Education

Degree level preferred

NVQ level 2+ (or equivalent)

GCSE English & Maths (A-C)

Job description

POST LEVEL: F

BROAD DESCRIPTION:

Working under the overall supervision of the responsible teacher, assist and support teaching and learning, working with individuals or groups and assist in providing for general care, safety and welfare of pupils.

Responsibility for people (other than employees supervised/managed):

The post has considerable impact on the well-being of individuals or groups through contributing to the assessment of pupil need and progress, the development and implementation of plans and providing support to pupils with additional personal/special needs.

Responsibility for staff:

The post has limited direct responsibility for supervising other staff though may be expected to demonstrate tasks or advise/guide new employees, work experience or trainees.

Responsibility for budget:

The post has no direct responsibility for financial resources other than occasionally handling small amounts of cash, processing cheques, invoices etc.

Responsibility for physical resources:

The post has some responsibility for physical resources, through the preparation and care of teaching materials/resources and secure and accurate record keeping.

TYPICAL TASKS, DUTIES AND RESPONSIBILITIES

Curriculum support:

• Contribute to curriculum planning and evaluation and assist in implementation;
• Assist in the delivery of lessons/sessions and interact with the teacher and pupils as required;
  Undertake agreed learning activities/teaching programmes, adjusting activities according to pupil responses;
• Support and use ICT in learning activities & develop pupils’ competence and independence in its use.

Support for pupils:

• Support individuals or groups during independent /group work, e.g. explain tasks, reinforce key objectives/concepts or vocabulary, use practical apparatus, support less able pupils, extend/challenge more able, keep pupils on task, interested, motivated and engaged;
• Occasional support to whole class for short periods.
• Help pupils to develop communication skills and role play activity;
• Promote inclusion and acceptance of all pupils, encourage them to interact and work co-operatively and engage in activities;
• Promote independence and development of self-esteem;
• Assist in the personal, social, emotional development of pupils and development of self-esteem;
• Assist with the development and implementation of IEPs/behaviour plans;
• Use specialist skills/ knowledge/ training to provide support in specialist areas;
• Encourage and reinforce positive interactions between pupils working within any behaviour targetsset; Identify and report uncharacteristic behaviour patterns;
• Assist with pupil supervision on trips off the premises, under overall guidance of the teacher;
• Monitor and provide for general care, safety and welfare of pupils, including tasks connected with their social inclusion and personal/physical care.

Support to teacher:

• Assist with lesson/activity planning, delivery and evaluation;
• Monitor individual/group achievements of key objectives and provide feedback to the teacher;
• Contribute to pupil assessment through observation and reporting;
• Record information relevant to assessment and review of pupils’ progress;
• Attend IEP and statement review meetings if appropriate;
• Support implementation of strategies to manage pupil behaviour and help manage pupil behaviour;
• Active involvement in day to day management of the learning environment including responsibility for the care and preparation of teaching aids, equipment, materials and differentiated resources;
• Undertake routine and non-routine administrative tasks, e.g. produce worksheets, administer coursework;
• Liaise with parents/carers, specialist teachers and other professional staff, share and provide information.

QUALIFICATIONS, TRAINING AND LIKELY ABILITIES

• Ideally educated to degree standard candidates as a minimum will hold a recognised and relevant NVQ level 2 or above qualification and have undertaken other appropriate training (preferably leading to national standards at NVQ level 3) or be able to demonstrate equivalent knowledge, experience and skills.
• Minimum GCSE (or equivalent) English and Maths at grades A-C
• Have good communication and listening skills and be able to present information verbally and in writing to others.
• Have experience of Teaching Assistant work.
• Have attended further training on aspects of the curriculum or areas of specific special need.
• Have good level of knowledge and understanding of at least one area of learning (e.g. English, maths, science, etc).
• Understand school’s policies and how they relate to local and national frameworks/policies (e.g. child protection, health and safety, equal opportunities, SEN).
• Can use ICT effectively to support learning and use other technology equipment.
• Can plan own work when required.
• Can transfer theory/training into practice.
• Can solve problems and can exercise initiative and independent action.
• Is pro-active in offering ideas.

Shipston High School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. This post is subject to an enhanced DBS disclosure.