Teaching Assistant Level hours per week TTO + 5 days. Required September 2017 SCP ,431 to 22,658 FTE (Actual salary: 14,514-16,925)

Transcription

1 Teaching Assistant Level hours per week TTO + 5 days Required September 2017 SCP ,431 to 22,658 FTE (Actual salary: 14,514-16,925) Based at Stoneleigh Academy 1 P a g e

2 Page Item 3 A word from the Chair of Moor End Multi Academies Trust 4 Information about Stoneleigh Academy and the Trust 5 The Selection Process 6-9 Job Description Person Specification 2 P a g e

3 Dear Colleague Thank you for expressing an interest in this post. At Stoneleigh and Woodlands Academy we have some wonderful children, committed staff and a community that deserves the very best from their local primary academy. We are looking for a Level 3 Teaching Assistant with special qualities, who will benefit from this strong partnership. The Governors, and our Sponsor, Moor End Academies Trust will ensure that Stoneleigh and Woodlands Academy provides the very best educational success for our young people. We are creating a dynamic relationship between Governors, Sponsor, CEO and Principal which will be both challenging and supportive as we work together to create an outstanding Academy. If you think that you are still right for the job then we look forward to receiving your application. If you think that you are still right for the job then we look forward to receiving your application. If you wish to discuss the job in more detail, or would like to visit the school, then please do not hesitate to contact Julie Nash Business Manager at jnash@stoneleighacademy.org.uk or telephone Yours faithfully Diane Chapman Chair of Moor End Multi Academies Trust 3 P a g e

4 Stoneleigh and Woodlands Primary Academies Background and Vision Background This is a hugely exciting time for Stoneleigh and Woodlands Academies. We are presented with a rare opportunity to make a real difference to the lives and life chances of primary school children in the East Oldham area through the development of a new partnership between the two schools. Stoneleigh (NOR 225) & Woodlands (NOR 271) Primary Academies are based in the heart of vibrant and diverse communities in East Oldham, just minutes away from each other. Both Academies are recent additions to the MEMAT trust with Stoneleigh joining in September 2016 and Woodlands in March This means that there will be no Ofsted inspection of the schools until September 2019 at the earliest. The partnership will operate with one Local Governing Body, exploiting the benefits of shared opportunities, CPD and resources and utilizing the skills and talents of staff both within and across the academies to ensure all children reach their full potential. If you join our team, you will be well supported in your career through exceptional professional development, a knowledgeable governing body and, most importantly, wonderful children and supportive staff. We are an outward looking partnership with a passion for making a difference and not accepting excuses for low standards. We have set an ambitious vision for the future and have a clear understanding of what can be achieved with the benefits of shared expertise. Sponsorship Moor End Academies Trust is the sponsor and works in partnership to raise levels of attainment and aspirations of all students. As sponsor, Moor End Academies Trust is very well placed to create a unique institution characterised by high achievement and success. The Trust has a national reputation for excellence and has a solid track record of partnership working with employers, universities and local schools. The benefits that Moor End Academies Trust brings are immense, adding their expertise and ideas as well as opening up life-enhancing opportunities to all. The key to the Academy's success will be the development of a shared vision, effective and transformational leadership and management, robust partnership arrangements, high quality and focused teaching which guarantees students learning and success. This all needs to be achieved amongst a strong and cohesive staff body. Students at both academies will show good manners, work hard and be honest at all times. They will learn, share and succeed, together 4 P a g e

5 THE SELECTION PROCESS How to Apply Thank you for taking time to read and digest our information. If you wish to apply for the post of Teaching Assistant Stoneleigh Academy then you should; Follow the link to complete the online application form. Complete the application form fully, ensuring all details are accurate and all declarations are signed. Please ensure you enclose two professional referees with one being your current employer (with addresses if possible). Do not enclose additional CVs. Ensure you fully complete the relevant skills and experience section of the form, addressing the key characteristics and experiences outlined in the person specification and the unique contribution that you could make to the future success of the Academy. If you would like to visit Stoneleigh Academy please contact Julie Nash Business Manager on or telephone Successful applicants will be required to undertake a Criminal Record Check via the DBS. The school is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. 5 P a g e

6 JOB DESCRIPTION JOB TITLE: Teaching Assistant (Level 3) SCHOOL: Stoneleigh Academy GRADE: Grade 4 19,431 to 22,658 FTE HOURS: 32.5 hours per week (TTO + 5 days) JOB PURPOSE: To work under the guidance of designated teaching/senior staff and 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 knowledge in particular areas and will involve assisting the teacher in the whole planning cycle and the management/preparation of resources. Staff may also supervise whole classes occasionally during the short-term absence of teachers. The primary focus will be to maintain good order and to keep pupils on task, responding to questions and generally assisting pupils to undertake set activities. KEY TASKS Support for Pupils 1. Establish rapport and respectful, trusting relationships with pupils, acting as a role model and setting high expectations. 2. Promote inclusion and acceptance of all pupils in the classroom by encouraging them to interact with each other and to engage in activities led by the teacher. 3. Supervise, assist and support pupils including those with special needs, to access learning activities, through your knowledge of the curriculum and knowledge of how pupils learn. 4. The role may include supporting and implementing pupils personal programme, including social, health, physical, hygiene, and welfare matters. The pupil may also need assistance to access different area of the school. Following appropriate training and in line with school procedures, to administer basis first aid and/or medication as required. 6 P a g e

7 5. Support the effective use of ICT in learning and develop pupils competence and independence in its use. 6. Contribute to the development and implementation of Individual Education Plans and Behaviour Plans. 7. Promote self esteem and independence, and employ strategies to recognise and reward achievement of self-reliance. 8. Provide specific feedback in discussion with pupil on their progress and achievement, in line with school policy. KEY TASKS Support for teachers 9. Promote positive values, attitudes and good pupil behaviour. Deal promptly with conflicts and incidents whilst encouraging pupils to take responsibility for their own behaviour, in line with established school policies. 10. Liaise sensitively and effectively with parents and carers as agreed with the teacher within your role/responsibilities and participate in feedback sessions/meetings with parents under direction from a teacher. 11. Work with the teacher to plan and implement lessons/activities, evaluating and adjusting lesson work/plans according to pupils learning styles and individual needs and to meet pre-determined learning objectives. 12. Contribute to the setting up and on-going delivery of local and national learning strategies, e.g. literacy, numeracy, KS3, early years (define those required) effectively utilising all alternative opportunities to support extended development of pupils skills. 13. Monitor and evaluate pupils responses to learning activities through observation and planned recording of achievement against pre-determined learning objectives. Provide objective and accurate feedback and reports as required on pupil achievement, progress, and other matters, ensuring availability of appropriate evidence. 14. Undertake routine marking of pupils work and accurately record achievement/progress using an explicit mark scheme that does not require interpretation. Invigilate tests and examinations as required. 7 P a g e

8 15. Be responsible for keeping and updating records in a format agreed with the teacher, contributing to reviews/systems of records and systems as necessary. 16. Collate pupil reports in liaison with the teacher, inputting data as required. 17. Create and maintain an appropriate learning environment in liaison with the teacher. 18. Assist with the display of pupils work 19. Determine the need for, prepare and maintain general and specialist equipment and resources. 20. Provide clerical support for teachers, e.g. photocopying, filing, record keeping, collecting money, checking of deliveries and placing goods in stock and maintain records of stock; administering coursework, production of work sheets for agreed activities. KEY TASKS Support for the School 21. Establish constructive relationships and communicate with other agencies/professionals, in liaison with the teacher, to support the achievement and progress of pupils. 22. Assist with activities outside the classroom, working as part of a team to supervise pupils and support Activity Leaders, e.g. Breakfast Club or accompanying to swimming lessons. (If this is an agreed part of the working pattern). 23. Accompany teaching staff and pupils on visits, trips and out-of-school activities as required and take responsibility for a group under the supervision of a teacher. 24. Act as cover, supervising whole classes occasionally, during short-term unforeseen absence of teachers. Maintain good order and keep pupils on task. Respond to pupils questions and generally assist pupils to undertake set activities. STANDARD DUTIES 8 P a g e

9 1. To understand the importance of inclusion, equality and diversity, both when working with pupils and with colleagues, and to promote equal opportunities for all. 2. To uphold and promote the values and the ethos of the school. 3. To implement and uphold the policies, procedures and codes of practice of the School, including relating to customer care, finance, data protection, ICT, health and safety, anti-bullying and safeguarding/child protection. 4. To take pro-active approach to health and safety, working with others in the school to minimise and mitigate hazards and risks, and actively contribute to the security of the school, e.g. challenging a stranger on the premises. 5. To participate and engage with workplace learning and development opportunities to continually improve own performance and that of the team/school. 6. To attend and participate in relevant meetings as appropriate. 7. To undertake any other additional duties commensurate with the grade of the post. CONTACTS: Colleagues working within the School, Pupils, Parents/relatives/carers, Peripatetic Services, Education Psychologists and other education or health care professionals, Governors. SPECIAL CONDITIONS: Enhanced CRB Disclosure is required 9 P a g e

10 PERSON SPECIFICATION STONELEIGH ACADEMY POST TITLE: LEVEL 3 TEACHING ASSISTANT Essential Criteria How Assessed Education & Qualifications Knowledge & Experience NVQ 3 for Teaching Assistants or equivalent qualification and a minimum of 3 yrs experience in a school. Is essential. Very good numeracy/literacy skills NVQ Level 2 in English & Maths or equivalent Training in relevant learning First Aid at Work Certificate (where appropriate) Full working knowledge of relevant policies/codes of practice/ and awareness of relevant legislation (health and safety +equal ops) and the responsibilities of the role within these for promoting pupils welfare Full working knowledge and experience of implementing national curriculum/foundation stage curriculum and other relevant learning programmes/strategies Knowledge and understanding of intervention strategies and how they can be applied in school. Understanding of the principles of child development and learning processes gained from working with children of a relevant age in a learning environment Knowledge & experience of resources preparation to support learning programmes Knowledge of inclusion and barriers to children s learning and how it applies in a school setting Certificates and references Interview, Selection Certificates and references Interview, Selection Exercises and References Skills & Abilities To build & maintain effective relationships with all pupils & colleagues To work with children at all levels regardless of specific individual need and to identify and address learning styles as appropriate To adapt your own approach in accordance with pupil needs and respond to changing school priorities. To develop out of school activities for pupils (ie sports clubs, drama, art, cooking etc) To liaise sensitively with parents and carers To promote a positive ethos and good role model Effective use of IT to support learning including basic first line problem solving such as paper jams, equipment not printing etc. Interview, Selection Exercises and References 10 P a g e

11 Skills & Abilities (cont) Familiar with the use of other equipment technology such as smartboard, photocopier etc To work constructively as part of a team, understanding classroom roles and responsibilities and your own position within these. To continually improve own practice/knowledge through self evaluation and learning from others Work Circumstances To work flexibly as the workload demands Occasional out of hours working to support school functions Interview and References 11 P a g e