Teaching Assistant

Holmleigh Park High School; Bradley Stoke; On-site; GBP 21,000 - 26,000; Full time

Job summary

Holmleigh Park High School in Gloucester is seeking an experienced SEN support assistant to work within our Inclusion team. You will assist in-class delivery, support identified SEND students and small groups, and liaise with parents and external professionals to implement EHCP provisions.

The role involves using assessment data to inform support, contributing to reviews, and maintaining high standards of safeguarding and inclusive practice in line with school policy.

Qualifications

• Experience supporting SEN students in a classroom setting.
• Knowledge of EHCPs and required provisions.
• Commitment to safeguarding and inclusive practice.

Responsibilities

• Contribute to delivery of SEN and Inclusion Policy through effective classroom practice.
• Attend appropriate in-service training.
• Prepare reports for meetings with external agencies as required.
• Provide in-class support for identified SEND students or small groups.

Skills

SEN support

EHCP knowledge

Behaviour management

Team collaboration

Communication skills

Education

Teaching Assistant qualification

Job description

Holmleigh Park is an ambitious academy located in Tuffley, Gloucester. We believe that all children have limitless potential, and are proud to offer a comprehensive education to all students in our local community. We expect all staff, students and parents to embrace our three principles - Work Hard, Be Kind, Take Responsibility - so that our students leave school as ambitious, confident and successful young adults with the highest standards of integrity.

MAIN DUTIES AND RESPONSIBILITIES

• To contribute to the delivery of the school’s SEN Policy and Inclusion Policy and practice through effective classroom practice.

• To attend appropriate in-service training provided by the school or local authority

• To attend school team meetings and meetings with external agencies as required and to prepare reports for these meetings, if required

• To provide in-class support for identified individual SEND students or small groups of SEND students (e.g. 4-5 students), including specialist subject support as appropriate.

• Understanding the needs, outcomes and provision outlined in students’ EHCPs/My Plans and adapting classroom support accordingly

• To develop effective relationships with the parents of SEND students so that progress and provision can be regularly discussed

• Implementing the advice and strategies recommended by other organisations and professionals, such as Advisory Teachers, Educational Psychologists, Occupational Therapists, CAMHS

• Maintaining a working knowledge of the difficulties affecting pupils, such as learning difficulties, dyslexia, ADHD, autism, dyspraxia, visual impairment, speech and language impairment, social interaction difficulties and physical disabilities

• Working with the SENCO and class teachers to identify suitable strategies for students experiencing difficulty in accessing aspects of the curriculum

• Supporting students of all abilities in making progress across the curriculum by demonstrating a proactive role in the classroom at all times

• Employing support strategies that promote SEND students to be as independent as possible

• Under the direction of the class teacher, to assist in the management of the whole class through the overt modelling of effective behaviour management techniques.

• Small group intervention, where appropriate

• Under the direction of a class teacher, SENCo or Specialist SEN Teacher, to develop and lead small group work for identified students (e.g. reading schemes, phonics, spelling, numeracy, speech and language and social skills to groups of 4-5 students) and to contribute to the appropriate paperwork for these groups

• To assist in the production of teaching and learning materials for students, including differentiating the materials.

• Using school assessment data to inform support so that help for students is prioritised effectively.

• To provide support, to include personal care, for student(s) experiencing physical or medical difficulties (following training), and physio/transferring of students as appropriate.

• To provide after school support for identified students as part of Key Stage 4 SEND support for GCSE study or for students attending Homework Club.

• Under the direction of Heads of Year/Deputy Heads of Year, contribute to the school’s daily line up routine and Tutor Time Reading Programme.

• To provide regular feedback to the class teacher and to the SENCo or the relevant line manager.

• To use appropriate systems for recording and monitoring of students with behavioural and learning difficulties (e.g. Provision Map)

• Monitoring individual SEN pupils and reporting on progress and support requirements in lessons ahead of SEN reviews or meetings with parents;

• To undertake assessment of students and to provide data to the relevant member(s) of staff for analysis.

• To provide support to identified students undertaking tests/exams to enable them to make full use of their access arrangements.

• To participate in school initiatives where every person is expected to contribute to the learner's progress.

• To participate in the school’s professional learning programme as agreed.

• To play a full part in the life of the school community, supporting its distinctive mission and ethos, and encouraging and ensuring staff, pupils and students adhere to school expectations.

• Such other duties may be reasonably allocated by your line manager or Academy Principal teacher.

• To play a full part in the life of the school community and to encourage staff and students to follow this example

• To actively promote school policies and procedures

• To be responsible for own continued professional development

• To comply with the school’s Health & Safety policy and undertake risk assessments as appropriate.

• To be courteous to colleagues, visitors and telephone callers and provide a welcoming environment

  Closing date for receipt of applications is 12/10/2026. We reserve the right to appoint before the closing date.

  We are committed to building an inclusive, diverse workplace where everyone can thrive. If you require any support or adjustments to interact with us, please let us know.

  Greenshaw Learning Trust is committed to safeguarding and promoting the welfare of children and young people and expects staff and volunteers to share this commitment.