Higher level TA required in Kingston -Specialising in Behaviour

Job title: Higher Level Teaching Assistant.

Service: Inclusion

Responsible to

Head of the Inclusion Service

Principle Responsibility.

To assist the Inclusion Service in providing appropriate support interventions to pupils with additional needs within the mainstream school setting. This responsibility equally extends to those Primary pupils who require individual learning programmes and includes transition of pupils to Key Stage 3 or specialist provision.

Important Functional Relationships

Head of Inclusion

Lead Teachers

Specialist Practitioners

SENCOs, teaching and pastoral staff in schools and other alternative provisions and settings

Parents and carers

Young people

General duties and main responsibilities:

• To work under the direction of the Specialist Teachers/Practitioners and Head of Inclusion in assisting them to develop, deliver, manage and support offered both in school as well as transition programmes for mainstream pupils with additional needs who may be moving to Key Stage 3 or to specialist provision.
• To work under the direction of the Specialist Teachers/Practitioners and Head of Inclusion in assisting them to develop, deliver and manage individual support programmes at off site venues for pupils with additional needs who are unable to access mainstream school.
• To lead and support the engagement, collaboration and practice of other service teaching assistants in the delivery of individual programmes or advice as appropriate and as agreed.
• To contribute to the development of the Secondary Support Team and Inclusion Service through the support of a shared vision in order to secure the long-term success of the IS as a part of the Achieving for Children organisation.

Key Accountabilities

1. Creating the Future of the Service
2. a) Contribute when required to the ongoing development of the whole.
3. b) Provide a model of good practice to other teaching assistant staff in the Inclusion Team to encourage and create a positive collegiate climate.
4. c) Contribute to, and communicate, the shared vision of the team and which expresses core values and purpose.
5. Modelling of best practice to ensure a high quality of support is offered to all pupils:
6. To provide an effective model of teaching assistant practice, working in collaboration with teaching staff to plan and deliver effective intervention strategies in support of pupils with additional needs including SEND and SEMH.
7. Support and collaborate with other teaching and support staff in providing creative and responsive approaches to teaching and learning particularly with the most challenging pupils and those with a range of other as yet unassessed additional needs.
8. Model good practice in working with teaching staff and other teaching assistants in ensuring that transition pupils are effectively prepared and that every effort has been made to develop a cohesive plan with the receiving school or setting.
9. Model high expectations of pupil attainment and achievement as well as supporting improvement of curriculum development and examination performance.
10. Working under the direction of the Leader for Learning to Develop Self and Others:
11. Model, promote and maintain a culture of high expectations for one's self and other teaching and support staff.
12. Contribute to regular reviews of own practice, setting of personal targets and take appropriate responsibility of one's own development.
13. Supporting the Management of the Team
14. Supporting the Specialist Practitioners and Head of Service on occasion as required in managing, and advising the teaching assistants within the team to ensure the smooth day-to-day running of the service.
15. Supporting Service Accountability
16. Contribute to, articulate and model a Service ethos which enables everyone to work collaboratively.
17. Assist the Specialist Practitioners and Head of Service in ensuring that all new teaching assistants are reminded of their accountabilities and these are clearly defined, understood and agreed as part of their work within the Service.
18. To model and reinforce the Service expectation that every individual child has access to high quality support.
19. Supporting external partnerships
20. a) Promoting through modelling and example an ethos of equality and vision of understanding within the Service that recognises the diversity of the cultures and interests of the parents, families and pupils.
21. b) To support community-based activities and learning experiences where they are agreed as appropriate to the needs of the child and that contribute to an improvement in their well being.
22. c) Where agreed with senior staff and appropriate to the needs of the child, to support collaboration with other services and providers to ensure pupil, family and community needs are met.

If you feel like you have the relevant experience and would like a new challenge then please send an up to date copy of your CV with a covering letter as soon as possible or call Fatima on 0207 593 3070.