High Level Teaching Assistants - Southend-on-Sea, United Kingdom - Sutton House Academy

Description

The Southend-On-Sea City Council's Partnership Subgroup has recently reviewed a highly detailed Alternative Provision proposal from the Parrel Learning Trust and has subsequently successfully awarded them the bid for running 2 Alternative Provision Pilots for Key Stage 1, 2 and 3 learners.

Particular strengths the Partnership Subgroup identified in the proposal included:

• A common set of inclusive language and assessment tools to identify need.
• The current successful preventative work we already deliver to support schools, including Outreach.
• The knowledge and expertise we have across the trust.
• The flexible approach we demonstrate in the admissions criteria for lower level SEMH.
• The different ways we enhance parental engagement.

PLT is a specialist MAT which already has 7 specialist provisions that include 3 x AP academies as well as 4 x SEMH academies, including 1 of which is a residential special SEMH provision.

PLT is vastly experienced in supporting pupils with a variety of needs within the SEMH continuum.

As a result of running an SEMH academy, Sutton House Academy and staff have already developed relationships with a range of schools and associated agencies so are perfectly placed.

PLT believe that there are many associated benefits from attaching both of the AP Pilots for SEMH (1&2) to Sutton House Academy as this extends the existing continuum of support and will help various stakeholders

PLT has a proven track record of supporting vulnerable SEMH learners across the continuum and is highly effective in liaising with all stakeholders.

PURPOSE OF THE ROLES

Responsible to the Personal Development and Therapeutic Instructors, the HLTA's of The Phoenix Project will be responsible for supporting the delivery of a personal development program to primary learners at KS1, KS2 and KS3; ensuring the best possible outcomes for our learners, who all have emerging SEMH needs.

The HLTAs will have additional experience and qualifications in counselling, trauma informed practice or anxiety-based intervention.

The focus for The Phoenix Project is total immersion into a therapeutic personal development program aimed at best meeting the needs of their specific trauma or anxiety.

This intensive programme is designed to enable pupils to make rapid and sustained progress and seamlessly reintegrate into mainstream education typically within a half term cycle.

The aim of this project is to minimise the disruption to the pupil's formal education and minimise the amount of time out of formal education and create a sustainable support plan that can be delivered within the mainstream environment.

The post holder will complement the professional work of the instructors by taking responsibility for agreed therapeutic activities under an agreed system of supervision.

This will involve planning, preparing and delivering personal and therapeutic activities for individuals/small groups and monitoring students, recording and reporting on achievement, progress and development
.

Post holders will provide support and guidance to young people and those engaged with them by removing barriers to learning in order to promote effective participation, enhance individual learning, raise aspirations and achieve full potential.

They will be particularly skilled in target setting and personal reflection.

The post holders will support the Phoenix Project team in raising standards and improving outcomes for Key Stage 1, 2 and 3 learners, through the provision of high-quality professional services across Southend-On-Sea.

MAIN RESPONSIBILITIES:

• Organise and manage appropriate learning environments and resources
• Within an agreed system of supervision, plan personal development and therapeutic objectives to evaluate and adjust activities as appropriate
• Monitor and evaluate pupil responses to activities through a range of assessment and monitoring strategies against predetermined objectives and targets.
• Provide objective and accurate feedback and reports as required on pupil achievement, progress and other matters, ensuring the availability of appropriate evidence.
• Record progress and achievement in activities systematically and providing evidence of range and level of progress and attainment
• Work within an established discipline policy to anticipate and manage behaviour constructively, promoting selfcontrol and independence and consistently reflecting on achievements towards targets
• Supporting the role of parents in pupil's learning and contribute to/lead meetings with parents to provide constructive feedback on pupil progress/achievement etc. reporting achievement to instructors and Sutton House Academy SENCO.
• To be main point of contact for parent/carers within the transition and reintegration phases of the project
• Use ICT effectively to support learning activities and develop students' competence and independence in its use
• Select and prepare resources necessary to lead learning activit