Teaching Assistant Vacancies:

Transcription

1 Swindon Village Primary School Teaching Assistant Vacancies: 1. TA with a child in Year 2 (F Grade) 2. Class Teaching Assistant (D/F Grade) Please note that both posts can be combined if you wish to apply for both jobs. January 2018

2 Contents Information about the School Advert Person Specifications Job Descriptions Details of selection process

3 Information about the School Ofsted Report Our school was inspected in December 2013 and was judged to be good in all areas. The full report is available on our school website. Please click here to view. School Location Swindon Village Primary School Church Road Swindon Village Cheltenham Gloucestershire GL51 9QP School Contacts Telephone : Fax : admin@swindonvillage.gloucs.sch.uk The school is situated in Swindon Village, a quiet area on the outskirts of Cheltenham. As well as serving the village, the school also draws children from Wyman s Brook and surrounding districts. The pupils at Swindon Village have a wide range of abilities and prove to be interesting, stimulating and rewarding to teach. The parents are supportive of the school s aims and there is an active and successful Friends Association. Despite having 14 classes, the school strives to retain much of its original village atmosphere. There has been a school in the village since the Victorian times. The current school was built on the present site in 1966 as a result of the development of Wyman s Brook and, since then, it has been considerably extended. During 2011/12, the school benefitted from major building works to remodel the existing buildings and provide the school with four new classrooms, a new larger hall and a multi-use games area. We currently have 415 children on roll divided into fourteen classes: two classes per year group. Teachers work closely together and it is expected that children in each class within a year group receive very similar experiences. Teaching teams meet during an extended assembly alternate weeks to discuss aspects of teaching and

4 learning. PPA time is organised so that year group colleagues receive their time in parallel. Our Inclusion Team has an Inclusion Manager, a Learning Mentor, a Senior TA and a team of twenty four Teaching Assistants who work alongside Teachers with both individuals and groups. In Phase 1 (FS & Year 1), each class has a full-time Teaching Assistant and in the rest of the school, each year group has qualified TA support in the afternoons as well as general TA support every morning. The TA Team currently meets weekly with the Lead TA who also attends staff meetings and is part of the Leadership Team. There are two playgrounds and a field for sport. Following our building project, we are developing our outdoor area to re-establish our Pond and Forest School as well as provide an improved nature area. There is a privately run After School and Breakfast Club.

5 Advert 1. Teaching Assistant with a child in Year 2 (Grade F) and 2. Class Teaching Assistant (Grade D/F) We are looking to appoint 1 or 2 experienced, enthusiastic and inspirational Qualified Teaching Assistant(s) to join our team as soon as possible. There are 2 posts available, and they could be combined giving a varied and interesting working week. Post 1. You will give 1:1 support to a child currently in Year 2 with a new EHCP who has cognitive and learning needs as well as needing support with communication skills. The EHCP is for hours a week at Grade F and the working hours will be Monday 8.45am to 2.45pm and Tuesday & Wednesday from 8.45am to 12.30pm, Term Time Only (38weeks). The successful candidate will work with strong teams, within a hardworking and inclusive school. Applicants will need to have excellent communication skills; patience, compassion and enthusiasm. Post 2. You will be supporting the class teacher in Year 1 with the children's learning both in the classroom and outside the classroom and with small groups or individuals. You will be expected to be adaptable with how and where the learning is supported in order to achieve the best outcomes for our children. A knowledge of Phonics is required. The post is 2 days a week, Term Time Only + Inset Days (39 weeks) and is fixed term until the 31st July The hours are hours a week Thursday and Friday mornings (8.50h) at Grade D (8.15am to 12.30pm) and Thursday and Friday afternoons (4h) at Grade F (1.30pm to 3.30pm). The Person Specifications outline the desirable and essential qualities that the Governing Body is looking for. The job descriptions outline the tasks of a D Grade, an F Grade and a SEND Teaching Assistant at Swindon Village Primary School. Visits to the school are warmly encouraged and will take place on Tuesday 6th February at 2pm and Thursday 8 th February at 4pm. Please contact Mrs Claire Phelps either by phoning or by to admin@swindonvillage.gloucs.sch.uk to confirm your attendance. The closing date for applications is NOON on Monday the 19 th February This school is committed to safeguarding and promoting the welfare of children and young people, and expects all staff, and volunteers, to share the same commitment. This position is subject to an enhanced DBS check.

6 Person Specification Post 1. SEND Teaching Assistant with a child in Year 2 (Grade F) Essential Desirable Qualifications and professional development Experience of Secure knowledge and understanding of Skills proven ability to NVQ Level 3 Certificate in Supporting Teaching & Learning in Schools or equivalent qualification Demonstrable levels of numeracy & literacy equivalent to GCSE Grades A-C Demonstrable commitment to personal and professional development Working with at least one SEND pupil within the Primary Age Range Working with pupils in KS1 in a paid position Delivering KS1 Phonics Classroom roles and responsibilities and your own position within these Inclusion within a school setting Procedures relating to child protection, health, safety and security, confidentiality and data protection Appropriate behaviour management strategies Relate well to pupils with special educational needs, understanding how to support their integration in the activities undertaken by the other children Secure the progress of SEND pupils Provide support for individual pupils in different settings (e.g. Evidence of specialism/s in areas of particular learning difficulty Relevant polices and codes of practice First Aid procedures Contribute to the design of appropriately adapted individual targets Undertake pupil record keeping as requested, record achievements and progress Develop knowledge of particular needs and provide appropriately modified materials as required to aid access to

7 class, withdrawal group, 1:1, playground) ensuring their access to learning activities and wider experiences at all times Promote an inclusive learning environment, both in the classroom and outside Facilitate inclusion in small group activities with peers and support interaction between them in the classroom and around school Manage the behaviour of SEND pupils, applying given policies with appropriate flexibility according to need Provide appropriate feedback for the class teacher and Inclusion Manager Establish good working relationship with adults and work effectively as part of a team, seeking advice when necessary Improve own practice through self-evaluation and taking advantage of learning opportunities Follow instructions accurately Use own initiative and work independently within the expectations and principles of the school s approach Work calmly under pressure the full range of learning experiences Liaise with parents and other agencies

8 Person Specifications Post 2. Class Teaching Assistant (Grade D/F) 1. D Grade Essential Desirable Experience Qualifications and Training Disposition and Attitude Aptitude and Skills Experience of working with primary aged pupils Basic skills in Numeracy and Literacy, (GCSE Grade C or equivalent) Commitment to every child making progress at an appropriate pace Calm and friendly manner towards all children in all circumstances Suitability to work with children. The post holder must have Enhanced DBS Clearance to carry out this role and be responsible for the promoting and safeguarding the welfare of children s/he is responsible for, or comes into contact with. Ability to work flexibly as a member of the team Commitment to the importance of a high quality education for all children Good level of personal presentation, time management skills and attendance Experience of working as a TA in a Primary School for a minimum of 1 year Experience of teaching Phonics NVQ Level 2 qualification in Supporting Teaching and Learning in Schools or equivalent childcare qualification ICT skills Willingness to participate in the wider life of the school

9 2. F Grade Essential Desirable Experience Qualifications and Training Disposition and Attitude Aptitude and Abilities Experience of working as a TA in a Primary School for a minimum of 1 year NVQ Level 3 Certificate in Teaching & Learning in Schools or equivalent qualification Basic skills in Numeracy and Literacy, (GCSE Grade C or equivalent) Commitment to every child making progress at an appropriate pace Calm and friendly manner towards all children in all circumstances Suitability to work with children. The post holder must have Enhanced DBS Clearance to carry out this role and be responsible for the promoting and safeguarding the welfare of children s/he is responsible for, or comes into contact with. Ability to work flexibly as a member of the team Confident with planning and delivering a lesson to a small group, away from the teacher Commitment to the importance of a high quality education for all children Confident in using / implementing behaviour management strategies Good level of personal presentation, time Experience of teaching Phonics Evidence of further professional training ICT skills Willingness to participate in the wider life of the school

10 management skills and attendance Can show initiative and work independently

11 Job Description Post 1. Teaching Assistant with a child in Year 2 (Grade F) SEND Teaching Assistant All Teaching Assistants make the education of their pupils their first concern, and are jointly accountable for achieving the highest possible standards in work and conduct. They act with honesty and integrity, have good knowledge, keep their knowledge and skills up-to-date and are self-critical, forging positive professional relationships and working with teachers in the best interests of pupils. RATIONALE The post-holder seeks to complement teachers delivery of the National Curriculum and contribute to the development of pupils. The role is designed to support the school s drive to raise standards of achievement for all pupils, and the inclusion of underachieving pupils in all aspects of school life. The post-holder is required to work within the statutory frameworks relevant to the role. The post holder will foster the participation of pupils in the social and academic processes of the school and enable them to become more independent learners. GENERAL REQUIREMENTS OF THE POST The post-holder: is accountable to the Inclusion Manager for his / her duties and responsibilities; interacts on a professional level with colleagues and seeks to establish and maintain a productive relationship with them in order to promote mutual understanding of subjects in the school curriculum with the aim of improving the quality of teaching and learning; must contribute to the overall ethos / work aims of the school; must carry out all duties in accordance with the school s Equal Opportunities and Health and Safety policies; must be aware of and comply with policies and procedures relating to safeguarding and child protection, confidentiality and data protection, reporting all concerns to an appropriate person. KEY TASKS Under the guidance of a teacher and in the context in and the level at which they work, SEND TAs must undertake to meet the criteria described below: Setting high expectations which inspire, motivate and challenge pupils: Support the teacher in providing a safe and stimulating environment for pupils, rooted in mutual respect; Stretch and challenge pupils of all backgrounds, abilities and dispositions;

12 Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils. Contributing to pupil progress: Be aware of pupils capabilities and their prior knowledge, and support teaching to build on these; Guide pupils to reflect on the progress they have made and their emerging needs; Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching; Encourage pupils to take a responsible and conscientious attitude to their own work and study. Maintaining good subject and curriculum knowledge: Have a reasonable knowledge of the relevant subjects and curriculum areas, foster and maintain pupils interest in the subject, and address misunderstandings; Demonstrate an understanding of developments in subject and curriculum areas, and promote the value of learning; Promote high standards of literacy, articulacy and the correct use of standard English, whatever the subject; Demonstrate a clear understanding of systematic phonics teaching; Demonstrate a clear understanding of appropriate strategies for developing mathematical skills. Supporting pupils learning: Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively; Have a good understanding of how a range of factors can inhibit pupils ability to learn, and how best to overcome these; Develop an awareness of the physical, social and intellectual development of children, and know how to adapt support to suit different stages of development; Have a clear understanding of the needs of all pupils, including pupils with special educational needs and disabilities, the more able and those with English as an additional language, and be able to use and evaluate distinctive approaches to engage and support them. Contributing to the effective use of assessment: Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements; Make use of formative and summative assessment to secure pupils progress; Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback. Managing behaviour effectively: Follow rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school s behaviour policy;

13 Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly; Manage children effectively, using approaches which are appropriate to pupils needs in order to involve and motivate them; Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary. Maintaining wider professional responsibilities: Make a positive contribution to the wider life and ethos of the school; Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support; Take responsibility for improving support through appropriate professional development, responding to advice and feedback from colleagues; Communicate effectively with parents, when directed to do so, with regard to pupils achievements and well-being. Taking responsibility for personal development: Review and develop own professional practice; Attend training events as requested; Undertake other duties appropriate to the post that may be required from time to time. For the named post holder the duties outlined above will be discharged through: One to one support of identified pupil/s Classroom support as appropriate, in line with needs of SEND pupil/s Group and individual support as required REVIEW This job description will be reviewed at least once a year, and may be modified by the Governing Body, with the agreement of the post-holder, to reflect or anticipate changes in the job, commensurate with the salary and job title. SIGNED Teaching Assistant: Date: Inclusion Manager: Date:

14 Job Descriptions Post 2. Class Teaching Assistant (Grade D/F) 1. D Grade Relationships: The post holder is responsible to the Head Teacher for his/her duties and responsibilities. The post holder should interact on a professional level with colleagues and seek to establish and maintain productive relationships with them in order to promote mutual understanding with an aim to improving the quality of teaching and learning in the school. Purpose of the Job: To support the classroom teacher with their responsibility for the development and education of children in mainstream schools by providing basic supervision and care skills. Key Tasks: Under the direction and control of the classroom teacher or designated supervisor: 1. Assist in the delivery of educational programmes by participating in basic learning activities, e.g. reading, mathematics, writing, art. 2. Supervise the activities of individuals or groups of children to ensure their safety and facilitate their physical and emotional development. 3. Undertake those activities necessary to meet physical and emotional needs of individuals and groups of children. 4. Be aware of individual pupil's problems and progress and report these to the classroom teacher or designated supervisor as and when necessary. 5. Undertake other preparatory jobs (when not working with children) that will save the teacher time and enable them to focus totally on teaching and learning. (incl. planned play or display) Supervisory Responsibility None. Supervision Received Senior Teaching Assistant Principle Contacts Pupils, Classroom Teacher, Head Teacher, Other Classroom Assistants.

15 Equal Opportunities To assist in the implementation of the school s equal opportunities policy. This job description sets out the main duties of the post at the date when it was drawn up. Such duties may vary from time to time without changing the general character of the post or level of responsibility entailed. Such variations are a common occurrence and cannot of themselves justify a reconsideration of the grading of the post. Signature of TA Date

16 2. F Grade Relationships: The post holder is responsible to the Head Teacher for his/her duties and responsibilities. The post holder should interact on a professional level with colleagues and seek to establish and maintain productive relationships with them in order to promote mutual understanding with an aim to improving the quality of teaching and learning in the school. Purpose of the Job: To support the classroom teacher with their responsibility for the development and education of children of all abilities by providing supervision, group or individual teaching and care skills. Key Tasks: Under the direction and control of the classroom teacher or designated supervisor: 1. Where appropriate and within competence assist in the delivery of educational and developmental work programmes. (see 8 and 9) 2. Supervise the activities of individuals or groups of children to ensure their safety and facilitate their physical and emotional development. (see 8 and 9) 3. Undertake those activities necessary to meet physical and emotional needs of individuals and groups of children. 4. Undertake those activities necessary to foster the intellectual and social development of children. 5. To monitor and report individual children s problems and developmental needs. (see 8 and 9) 6. Assist the classroom teacher in the planning of work programmes for individuals and groups of children. (see 8 and 9) 7. Undertake other preparatory jobs (when not working with children) that will save the teacher time and enable her/him to focus totally on teaching and learning. 8. Resource, deliver, and supervise children s learning as identified by the class teacher. 9. Feedback, about children s development, behaviour and progress, regularly to the class teacher and Inclusion Manager. When required, attend My Plan or EHCP meetings. 10. Work with teachers, Inclusion Manager, the TA team leader and Leadership Team to ensure that Workforce Reform document (June 2003) is implemented effectively.

17 11. Attend meetings called by The Head Teacher, class teacher, Lead TA or Inclusion Manager to ensure that there is effective communication throughout the school. Supervisory Responsibility Groups of or individual children. Supervision Received TA team leader or Inclusion Manager, Classroom teacher (or equivalent) or other designated supervision. Principle Contacts Inclusion Manager, Pupils, Classroom Teacher/Supervisor, TA team leader, Other Classroom Assistants, Parents, Other professionals Equal Opportunities To assist in the implementation of the LA's equal opportunities objectives with particular reference to the targets/positive actions set out in the Positive Plan This job description sets out the main duties of the post at the date when it was drawn up. Such duties may vary from time to time without changing the general character of the post or level of responsibility entailed. Such variations are a common occurrence and cannot themselves justify a reconsideration of the grading of the post. Signature of TA Date

18 Details of Selection Process Visits Visits to the school are welcomed and encouraged and will take place on: - Tuesday 6 th February 2018 at 2pm and - Thursday 8 th February 2018 at 4pm To book onto a visit, please contact Mrs Claire Phelps either by phone on , or by to admin@swindonvillage.gloucs.sch.uk. Application If you think that you have the qualities, knowledge and skills outlined in the Person Specification(s), then we would love to hear from you. An application pack is available to download from the vacancies section on our school website Please complete our Application Form and return it with a covering letter to the school, indicating the post(s) you are applying for Post 1, Post 2 or Combined. Please do not send a CV. We are happy to receive applications by hand, post or to admin@swindonvillage.gloucs.sch.uk Please ensure that your application shows how you match the Governors requirements for the post(s) for which you are applying. Applications should be marked for the attention of the Head Teacher, Mr G Mills. References References will be taken up after shortlisting. Please ensure your referees are aware that we will be contacting them, and that they will need to reply within the timescale set. Please note that professional references are required. The post will be offered subject to satisfactory completion of pre-employment checks. Selection Process Closing date for applications: Monday 19 th February 2018 at Midday Shortlisting: Tuesday 20 th February 2018 Interviews: Wednesday 28 th February 2018 Safeguarding Swindon Village Primary School is committed to safeguarding and promoting the welfare of children and young people and expects all staff to share this commitment. This position is subject to an Enhanced DBS Check.