Higher Level Teaching Assistant - Birmingham, United Kingdom - The Special Education Network

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Birmingham, United Kingdom

1 month ago

Tom O´Connor

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Tom O´Connor

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Description

Higher Level Teaching Assistant | Mainstream Primary School

Location:
Birmingham, B17, Harborne


Daily Rate:
£100 - £115


Days: 5 days, Monday - Friday


Times: 8:15am - 3:45pm


Start Date:
January 2024


End Date:
Into a permanent role / ongoing


Main Duties:

The following points represent some of the key tasks the post holder will carry out.

It is not intended as an exhaustive list as there will be others which become apparent and lead on from the areas indicated below.

HLTAs would lead small group provision for our SEND children with complex needs.

  • Strong interest in SEND and experience with SEND pupils is essential. The HLTA role may suit QTS teachers who have a strong interest in SEND and wish to work with smaller groups.
  • Delivering 1 to 1 or small group lessons or sessions to students with complex needs associated with behaviour and SEND.
  • Working closely with teaching staff, under the direction of the lead teacher, prepare intervention programmes and learning activities to meet the individual needs of students.
  • Supporting students to access mainstream lessons by overcoming the barriers to learning.
  • Adapting learning activities and resources for students as required to ensure high levels of participation and engagement. This includes preparation of and delivery of materials and resources as needed.
  • Modelling and sharing best practice for meeting the needs of targeted pupils with teaching and support staff across the academy.
  • Establishing positive relationships with students, acting as a positive role model for them, setting high expectations and developing their confidence.
  • Delivering, evaluating and assessing the work of students at the end of intervention sessions, reporting any concerns to the lead teacher or academy staff as required.
  • Monitoring the punctuality, attendance and behaviour of students, reporting any concerns to the lead teacher or academy staff as required.
  • Establishing and maintaining regular links with parents and carers, providing feedback about student's strengths and apparent barriers to learning as necessary.
  • Liaising with external agencies to manage individual support for students where appropriate.
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