Typical Job titles:

Teaching Assistant, Learning Support Assistant, Specialist Support Assistant and Support for Specialist Curriculum Areas

Duration:

Typically 18 months

Level:

3

• Understand the need to provide feedback to support and facilitate an appropriate level of independence.
• Comprehend appropriate levels of learning resources to identify and help address weakness, consolidate strengths and develop individualised expectations.
• Recognise different stages of child development through school, eg: transition between key stages.

• Recognise the importance of using appropriate technology to support learning.

• Understand the need to accurately observe, record and report on pupil’s participation, conceptual understanding and progress to improve practice and assessment for different groups of pupils.
• Understand the school’s assessment procedures for benchmarking against targets set by the class teacher.
• Be familiar with assessment materials.

• An appropriate knowledge of the curriculum and context you are working in.

• Understand current statutory guidance including ‘Keeping Children Safe in Education’ Part 1, safeguarding policies, Prevent Strategy.
• Understand the importance of sharing relevant information, in a timely manner with the designated Safeguarding lead. Understand the importance of first aid procedures, recording/reporting incidents and a broad knowledge of Health & Safety Policy.

• Develop strategies to support and encourage pupils to move towards independent learning.
• Use appropriately varied vocabulary to ensure pupils’ understanding.
• Embed effective behaviour management strategies using discipline appropriately and fairly in line with the school’s policy.
• Deliver interventions in accordance with training given (RAG rating).
• Foster and encourage positive, effective, nurturing and safe learning environments inspiring pupils to take pride in and learn from their individual achievements.
• Recognise, adapt and respond to all pupils encompassing SEN/emotional vulnerabilities, for example, use Makaton, visual timetables.

• Work closely with teachers to ensure own contribution aligns with the teaching.
• Ensure regular communication with teachers to provide clarity and consistency of role within lessons.
• Deliver/lead small group teaching within clearly defined/planned parameters using initiative, sensitivity and understanding.
• Build appropriate relationships with colleagues, pupils, parents, adults and stakeholders.
• Comply with policy and procedures for sharing confidential information and know when and where to seek advice.
• Implement current statutory guidance including ‘Keeping Children Safe in Education’ Part 1, safeguarding policies, Prevent Strategy.
• Undertake safeguarding training every 3 years.
• Support pupils’ well-being whilst embedding the importance of online safety.

• Contribute to a range of assessment processes and use information effectively for example: written records.
• Use specific feedback to help pupils make progress.
• Apply good subject knowledge to support accurate assessment.

• Use school computer systems, including specialist software eg: online registration, intervention programmes and management information systems.
• Use relevant technology competently and effectively to improve learning.
• Ensure pupils use technology safely.

• Use a range of strategies including scaffolding and open questioning skills to enable pupils to access and engage in learning.
• Recognise the difference between pastoral and academic issues and model good behaviour for learning.

Behaviours

What is Required:

Building relationships/ embracing change

• Flexibility, trust, professional conduct, confidentiality and being respectful.
• Promote the school’s efforts to build positive behaviour for learning.
• Promote and exemplify positive behaviour and uphold the school ethos.
• Be enthusiastic and open to new ideas.

Adding value to education

• Praise; provide constructive and specific feedback and support pupils, helping them to achieve their maximum potential socially, emotionally and academically through peer marking and reflection.

Promoting equality, diversity and inclusion

• Keep pupils at the centre of everything.
• Promote community cohesion and cultural diversity encompassing a full understanding of the school’s ethos.

Professional standards and personal accountability

• Demonstrate professional relationships in line with Staff Handbook.
• Be diplomatic, a positive role model and maintain confidentiality.
• Optimise learning opportunities and reflect on their personal development.
• Demonstrate a willingness to learn and improve personal skill set.

Team working, collaboration/ engagement

• Work collaboratively and constructively with the whole school team.
• Engage professionally as appropriate with outside professionals.