Job details School: Salary / grade: Scale G4 ( 19917 21987 FTE) Hours: 8.00am-4.00pm, Monday to Friday, 35 hours per week Responsible to: Headteacher, DHT, EYFS Phase Leader Responsible for: TAs Main purpose To perform a key role in supporting children s learning in all its aspects. To complement the work of teachers by taking responsibility for agreed learning activities under an agreed system of supervision. Monitoring pupils and assessing, recording and reporting on pupil s achievement, progress and development as agreed with the teacher. Planning, preparing and delivering learning activities for individuals/groups or whole classes. The role will include covering EYFS classes for 1.5 days per week in the EYFS area. We are seeking an energetic, enthusiastic and experienced EYFS teaching assistant to join our outstanding EYFS team. The setting has a reputation for providing a rich and stimulating education to children aged 3 to 5 years. Candidates should hold a relevant qualification to a minimum NVQ level 3 and be passionate about the Early Years. The successful candidate will display an excellent work ethic with good communication and literacy skills. The successful candidate will be an outstanding TA and will also be required to make a strong contribution to the thriving extra-curricular life of the school. There are excellent opportunities for CPD. Job Decsription: Higher Level Teaching Assistant (EYFS) Duties and responsibilities Support for Pupils: Assess the needs of pupils and use detailed knowledge and specialist skills to support pupils' learning. Supervision of pupils while carrying out pre-prepared work and work that has been set in accordance with school policies, including PPA and Leadership cover. Establish productive working relationships with pupils, acting as a role model and setting high expectations at all times. Develop and implement Educational Health Care Plans, Support Plans and Pupil Premium Plams. Promote the inclusion and acceptance of all pupils within the classroom in line with the Equality Policy. Support pupils consistently while recognising and responding to their individual needs. Encourage pupils to interact and work cooperatively with others and engage all pupils in activities. Promote positive self-esteem and developing independence, employing strategies to recognise and reward achievement. Provide appropriate feedback to pupils in relation to progress and achievement. Provide support and assistance for children s pastoral needs.
Support for Teachers: Within an agreed system of supervision and within a pre-determined lesson framework, teach whole classes Within an agreed system of supervision, plan challenging teaching and learning activities for individuals and small groups to meet objectives and to evaluate and adjust lessons/work plans as appropriate. Organise and manage an appropriate learning indoor and outdoor environment and resources. Monitor and evaluate pupil responses to learning activities through a range of assessment and monitoring activities against pre-determined learning objectives. Record progress and achievement in lessons/activities systematically and providing evidence of range and level of development and attainment. As an experienced practitioner, be able to use the Development Matters document to identify next steps in pupils learning and development. Work within an established behaviour and anti-bullying policy to anticipate and manage behavior constructively, promoting self-control and independence. Production of lesson plans, activities etc as agreed with the teacher. Assess pupils development through observations in the EYFS setting Support for the Curriculum: Deliver learning activities to pupils within agreed system of supervision, adjusting activities according to pupil responses/needs. Deliver local and national learning strategies e.g. phonics (Letters and Sounds), early years foundation stage and make effective use of opportunities provided by other learning activities to support the development of pupils' skills. Use ICT effectively to support learning activities and develop pupils' skills, competence and independence in its use. Select and prepare resources necessary to lead learning activities, taking account of pupils' interests and language and cultural backgrounds Advise on appropriate deployment and use of specialist aid/resources/equipment Support for the School: Comply with and assist with the implementation of policies and procedures relating to child protection, health, safety and security, confidentiality and data protection, reporting concerns to an appropriate person. Be aware of and support difference and ensure all pupils have access to opportunities to learn and develop. Contribute to the overall ethos/work/aims of the school. Establish constructive relationships and communicate with other agencies/professionals, in liaison with the teacher, to support achievement and progress of pupils. Take the initiative as appropriate to develop appropriate multi-agency approaches to supporting pupils. Recognise own strengths and areas of specialist expertise and use these to lead, advise and support others.
Line Management Responsibilities: Play a key role in the support, supervision and development of other teaching assistants and school volunteers. Liaise between leadership, teaching staff and teaching assistants. Support and guide other less experienced teaching assistants. Hold regular team meetings with managed staff where appropriate as directed Represent teaching assistants at teaching staff/management/other appropriate meetings. Assist with training and mentoring for other teaching assistants. Additional Duties and responsibilities Notes Play a full part in the life of the school community, to support its ethos and to encourage and ensure staff and pupils follow this example. To lead on a specialist area: Phonics, Story Sacks and Reading implementation for EYFS Be willing to organise and run an extra-curricular activity for the children. Be prepared to work cross-phase as necessary Regularly undertake break and lunch-time duties To promote the safeguarding of children To carry out the duties and responsibilities of the post, in accordance with the school s Health and Safety Policy and relevant Health and Safety Guidance and Legislation. To undertake any other duties appropriate to the post that may reasonably be required from time to time. This job description is not your contract of employment, or any part of it. It has been prepared only for the purpose of school organisation and may change as your contract changes or as the organisation of the school has changed. This job description may be amended at any time in consultation with the postholder and will be reviewed annually. Headteacher / line manager s signature: Date: Postholder s signature: Date:
CATEGORY ESSENTIAL DESIRABLE APPLICATION Supported in reference Well structured supporting letter QUALIFICATIONS Qualifications Completion of a recognised Level 3Childcare qualification, e.g. Level 3 Certificate for the Children & Young People s Workforce, Level 3 in Children s Care, Learning and Development or be working towards completion A positive approach to gaining further qualifications Some understanding of the importance of Health & Safety and Food Hygiene in the workplace Completion of Safeguarding Awareness course EXPERIENCE Worked successfully with children, including Early Years pupil as a teaching assistant for at least four years. Covered classes as a teaching assistant Taught large groups and small groups in an Early Years setting Supported and managed other teaching assistants KNOWLEDGE AND How young children develop. UNDERSTANDING How to support children who learn differently. How to motivate pupils to complete directed tasks and make progress. SKILLS Good communication skills, both written and oral, in a variety of situations Ability to work co-operatively with others Teach effectively and provide learning opportunites for large groups and whole classes in Nursery and Reception Ability to display pupil work Work with individual pupils or small groups in mainstream. Work effectively with teachers and support staff Manage children s behaviour in a positive manner. Good organisational skills. To be able to support self - help skills (eg toileting) and to administer medication. Ability to think on your feet. Make teaching resources. Encourage and develop communication and pupils social skills. Use initiative within ethos of the team Apply the school behavior management system effectively Monitor, record and make observations and assessments about pupil progress Good ICT Skills Health & Safety certificate First Aid certificate Completion of other relevant courses Worked successfully with children in other phases of Primary School. Worked successfully with SEN pupils Knowledge & understanding of strategies used to support pupils with learning difficulties. Able to use sign language. Willingness to undertake further training Work within a team to assess and develop skills, set targets and create opportunities for pupils to make progress. Differentiate tasks set by classteachers making goals clear and achievable. Be able to think outside the box. Willingness to undertake activities necessary in pupil sdevelopment of social skills.
PERSONAL ATTRIBUTES Ability to demonstrate enthusiasm Caring and sensitive attitude towards pupils, parents and staff Excellent interpersonal skills Well organised Ability to use initiative Calmness, enthusiasm, initiative, flexibility, positive nature, empathy, confidentiality. Flexibility and adaptability in order to be able to mix and work with a wide range of people Sense of humour A degree of resilience