Reading Intervention Teaching Assistant

Oak Tree Primary School; Grimsby; On-site; GBP 12,000 - 17,000; Full time

Job summary

Oak Tree Primary School is seeking a Teaching Assistant to provide high-quality reading support across the school, helping pupils develop their reading skills, confidence and enjoyment of reading.

You will work closely with class teachers, the Reading Lead and SENDCO to identify need, deliver effective support and monitor the impact of intervention.

The role requires a good standard of education, an understanding of early reading and a commitment to safeguarding, inclusion and pupil wellbeing.

Qualifications

• GCSE English and Maths at grade C/4 or above.
• Understanding of early reading, phonics, and reading comprehension.
• Awareness of barriers affecting progress for disadvantaged pupils and SEND.

Responsibilities

• Provide high-quality reading support across the school.
• Identify need and deliver effective reading interventions.
• Monitor impact of interventions on pupil progress.
• Collaborate with class teachers, Reading Lead and SENDCO.

Skills

Experience with children

Reading interventions

Phonics support

Communication skills

Collaborative teamwork

SEND knowledge

Education

GCSE English and Maths (C/4 or above)

Teaching Assistant qualification or equivalent

Phonics/early reading training

Job description

At Oak Tree Primary School, our Teaching Assistants play a vital part in creating a warm, inclusive, and inspiring environment where every child can flourish. The purpose of this role is to provide high-quality reading support across the school, helping pupils develop their reading skills, confidence and enjoyment of reading. You will work closely with class teachers, the Reading Lead and SENDCO to identify need, deliver effective support and monitor the impact of intervention.

1. Qualifications and Knowledge

Essential

• Good standard of education with GCSE English and Maths (Grade C/4 or above) or equivalent.
• Understanding of the importance of early reading, phonics and development of reading fluency and comprehension.
• Understanding of barriers that can affect children's progress in reading and awareness of additional needs of disadvantaged pupils and pupils with SEND.

Desirable

• Relevant Teaching Assistant qualification or equivalent.
• Training or qualifications in phonics, early reading or reading intervention.
• Relevant training or professional development in supporting pupils with SEND.

2. Skills and Experience

Essential

• Experience supporting or working with children in a school or similar environment.
• Experience of delivering individual or small-group reading interventions.
• Ability to adapt approaches and resources to meet the individual needs and starting points of pupils.
• Good communication and interpersonal skills, with the ability to work effectively with pupils, colleagues and families where appropriate and build positive relationships.
• Ability to work collaboratively with senior colleagues to support pupil progress.

Desirable

• Ability to support development of pupils' phonics, decoding, fluency, vocabulary and comprehension skills.
• Confidence in using a range of strategies and resources to support pupils with different learning needs and supporting pupils who are working below age-related expectations.
• Experience of monitoring and recording pupil progress.

3. Professionalism and Commitment

• Demonstrates an understanding of the importance of safeguarding and promoting the welfare of children.
• Willingness to adhere to academy policies, procedures and professional expectations.
• Commitment to equality, diversity and inclusion and to creating a safe, supportive learning environment for all pupils.
• Willingness to undertake relevant training and continued professional development.

4. Personal Qualities - Essential

• Demonstrates a passion for reading, commitment to inspiring children to develop a love of reading and lifelong enjoyment of books.
• Enthusiastic, patient and encouraging, with the ability to build pupils' confidence and motivation.
• Committed to promoting high expectations for all pupils, regardless of their starting points or individual needs.
• Demonstrates a positive, flexible and proactive approach to work.
• Committed to inclusion, equality of opportunity and the wellbeing of all pupils.
• Able to work effectively as part of a team and independently and respond positively to guidance and feedback.
• Demonstrates professionalism, reliability, discretion and a commitment to maintaining confidentiality.