Higher Level Teaching Assistant - Newport, United Kingdom - Sporting Chance Newport CIC

Description

JOB DESCRIPTION

JOB TITLE:
HTLA (Classroom)


REPORTING TO:
Teacher and Headteacher


HOURS OF WORK: 8.30am - 4.30pm


JOB SUMMARY:

Sporting Chance Newport opened in summer 2021 as an independent special day school for young learners between year 7 to year 11 with social, emotional and behavioural difficulties and Additional Learning Needs.

The school is located close to the centre of the city of Newport. Sport is divided between curriculum PE lessons and Sport as a tool of engagement for our young learners.


Job Purpose:

To work under the guidance of the Headteacher, senior staff and teacher within an agreed system of supervision, to implement agreed work programmes with individuals/groups, in or out of the classroom.

This could include those requiring detailed and specialist knowledge in particular areas and will involve assisting the Headteacher in the whole planning cycle and the management/preparation of resources.

You may also lead whole classes occasionally during the short-term absence of teachers. The primary focus will be to maintain good order and to keep learners on task. You will need to respond to questions and generally assist learners to undertake set activities.


Working under guidance:
provide support in addressing the needs of learners who need help to overcome barriers to learning.


Duties and Responsibilities:


1. SUPPORT FOR LEARNERS

• Working with the Headteacher, teacher, and senior staff to deliver excellent learning activities and pastoral support.
• Use specialist (curricular/learning) skills/training/experience to support learners.
• Working with pupils individually on a 1:1 basis.
• Supporting assessment and evidencing learning.
• Assess learners and keep detailed electronic data.
• Use data effectively to plan for interventions.
• To plan for and deliver a wide range of interventions to learners.
• Assist with the development and implementation of IEPs/IDPs
• Building relationships with the pupil
• Maintaining a safe and positive and calm environment for learners
• Creating opportunities for all learners to reach their potential, irrespective of ability
• Liaise with the parents/guardians of the pupil.
• Assist with the development and implementation of IEPs/IDPs
• Establish productive working relationships with learners, acting as a role model and setting high expectations.
• Promote the inclusion and acceptance of all learners within the classroom.
• Support learners consistently whilst recognising and responding to their individual needs.
• Encourage learners to interact and work cooperatively with others and engage all learners in activities.
• Promote independence and employ strategies to recognise and reward achievement of selfreliance.
• Provide feedback to learners in relation to progress and achievement.
• Receive and supervise learners excluded from, or otherwise not working to, a normal timetable.
• Ensure timely and accurate design, preparation and use of specialist equipment/resources/materials.
• Contribute to planning, development and organisation of systems/procedures/policies.
• Attend to the learners' personal needs, and implement related personal programmes, including social, health, physical, hygiene, first aid and welfare matters

2. SUPPORT FOR THE HEADTEACHER AND TEACHER

• Oversee the organisation of the classroom and learning resources.
• Support learners' access to learning using appropriate strategies, resources etc.
• Work with other staff in planning, evaluating and adjusting learning activities as appropriate.
• Monitor and evaluate learners' responses and progress against action plans through observation and planned recording.
• Provide objective and accurate feedback and reports as required, to other staff on learners' achievement, progress and other matters, ensuring the availability of appropriate evidence.
• Manage record keeping systems and processes.
• Establish constructive relationships with parents/carers, exchanging information, facilitating their support for their child's attendance, access and learning and supporting home to school and community links.
• Administrative support e.g. dealing with correspondence, compilation/ analysis/reporting on attendance, exclusions etc., making phone calls etc.
• Ensure timely and accurate design, preparation and use of specialist equipment/resources/materials.
• Contribute to planning, development and organisation of systems/procedures/policies.
• Contribute to planning, development and organisation of systems/procedures/policies.

3. SUPPORT FOR THE CURRICULUM

• Implement agreed learning activities/teaching programmes, adjusting activities according to learner responses/needs.
• Implement school and national learning strategies e.g. literacy, numeracy,

KS3, and make effective use of opportunities provided by other learning activities to support the development of relevant skills.

• Support the use of ICT in learning activities and develop lear