Holy Trinity Primary School Application Pack for Teaching Assistants - Level 2 & 3
Contents Welcome
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Our Background
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Our Mission
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Working in Partnership
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Teaching Schools
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Job Description Level 2
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Person Specification
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Job Description Level 3
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Person Specification
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Application Process
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Holy Trinity is committed to safeguarding and promoting the welfare of children and expects all staff to share this commitment. We welcome applications from all sections of the community, regardless of gender, race, religion, disability, sexual orientation or age.
Welcome Dear Applicant, Thank you for your interest in applying for the role of Teaching Assistant at Holy Trinity CE Primary School. We are one of six primary schools who make up the Primary Advantage Federation. I hope this pack assists you in finding out more about us. The pack includes some background information about our school, the Primary Advantage Federation, information about the application process and the job description. The closing date for this application is: Monday 8th August 2016 @ 9:30am The interview date for shortlisted candidates is: Friday 12th August 2016 Holy Trinity is a successful and lively one form entry primary school located near Dalston-Kingsland overland station in the heart of Dalston. We serve a vibrant and diverse community, where excellent relationships promote an inclusive, warm and secure environment where children feel safe and valued. Our school is in an exciting phase of redevelopment. We are currently one form of entry expanding into two forms of entry in September 2016. We are looking for Level 2 & 3 Teaching Assistants who are passionate about children’s learning and who have a rich knowledge and understanding of how they learn. The successful candidates must have experience of working as a Teaching Assistant as well as an NVQ Level 2 or Level 3 qualification. This is an exciting opportunity to work in a new school location with state of the art equipment. If you are committed to helping children to make progress in every lesson, every day we would like to hear from you. More information about our school can be found on our website. Please send completed application forms to our Deputy Headteacher Catherine Thomas at cthomas@holytrinity.hackney.sch.uk Kind regards, Yvonne Barnett Headteacher
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Our Background Holy Trinity is currently a one form entry Church of England Primary School located in the heart of Dalston. We have classes of 30 pupils from Reception to Year 6 and a Nursery for up to 26 FTE pupils. Our school has been in the process of redevelopment and in September 2016 we will become a 2 form entry primary school. Holy Trinity is one of six schools within the Primary Advantage Federation, with Sian Davies as the Executive Principal. Yvonne Barnett, is the Headteacher and leads on teaching and learning in the school and is supported by a strong Senior Leadership Team.
Our Mission
Holy Trinity provides a safe and happy learning environment where children and adults are valued, nurtured and empowered. We believe that everyone in the school community is responsible for instilling in our children the values that will help them to become confident and responsible members of society.
Our approach is led by the Christian principal “that you do to others as you would have them do unto you” and we aim to establish a clear understanding of rights and responsibilities for all. We believe a good education is the foundation on which our children’s futures are built and equips them for their life ahead.
We aim to develop the whole child through a diverse and culture rich curriculum. We are committed to providing educational excellence and helping children to develop enquiring minds, the motivation to learn and the ability to work both independently and collaboratively.
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Working in Partnership Primary Advantage Federation Holy Trinity CE Primary School is a part of the Primary Advantage Federation. We are a group of schools working together because we believe our schools can gain many benefits from working collaboratively and can achieve more by working together. We have made a commitment to a shared responsibility to the wider education community, the provision of good quality education and the improvement of life chances for pupils in the community beyond that of our own schools. Teachers, support staff, school leaders and Governors have added expertise in working alongside colleagues to improve provision and outcomes for pupils.
Our Vision We aim to secure the following across our schools:
Every teacher is a great teacher; every school is a great school. We aim to move incrementally towards excellence in all aspects of our work.
All pupils will make good or better progress and will be properly equipped for the next stage of their schooling.
High quality learning environments where pupils feel safe and secure, known and valued and motivated to learn.
A bespoke curriculum which broadens horizons and inspires our pupils to become successful learners, confident individuals and responsible citizens.
A learning community with opportunities for growth for pupils, staff and families.
Find out more about Primary Advantage Federation by visiting www.primaryadvantage.co.uk
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Primary Advantage National Teaching Schools Teaching schools are outstanding schools that work with others to provide high-quality training and development to new and experienced school staff. They are part of the government’s plan to give schools a central role in raising standards by developing a self-improving and sustainable school-led system. Holy Trinity, Springfield and St John and St James are designated teaching schools, working in collaboration with the other three schools in the federation; Morningside, St John the Baptist and St Matthias. The school works in partnership with primary schools across the borough and beyond and play a key role within the Primary Advantage National Teaching Schools Alliance. Primary Advantage is a federation of schools working together because we believe our schools can gain many benefits from working collaboratively. We have made a commitment to a shared responsibility to the wider school community, the provision of good quality education and the improvement of life chances for pupils in the community beyond that of our own schools. Our work on improving provision for children will continue to see us working in partnership with schools in Hackney, across London and into the County of Suffolk. We will be working closely with our strategic partners, The Institute of Education and Hackney Learning Trust, to effectively deliver Initial Teacher Training (School direct and PGCE), Continuous Professional Development, talent management, school to school support, the brokering of Specialist Leaders of Education and research and development. Primary Advantage National Teaching School Alliance will see all schools within the alliance achieving more together.
Job Description - Teaching Assistant - Level 2 Job Title: Teaching Assistant Level 2 Key Contacts: Finance & Admin Manager, Headteacher & Executive Principal Salary: Scale 4 (£21,330 - £23,376) Term time only 36 hours per week – with opportunities to work additional hours for extracurricular activities JOB PURPOSE: Teaching Assistants are appointed to work with pupils as part of a team under the direction of the Assistant Headteacher who is responsible for the overall policy and educational programme. Teaching Assistants work primarily to: 1. Foster the participation of pupils in the school and academic processes of the school, 2. Seek to enable pupils to become more independent learners, and 3. Help to raise standards of achievement for all pupils. Main responsibilities The following duties and responsibilities are based on the National Occupational Standards). Support for the Pupil: To provide specific care for pupils with significant care requirements (eg. statemented children, individuals with disabilities), including supporting pupils with medical needs. To help with the care and support of pupils. To contribute to the health and well-being of pupils. To establish and maintain relationships with individual pupils, groups and parents. To support pupils during learning activities by promoting independent learn. To support pupils individual learning needs and development, eg. cognitive and learning skills. To assist with the implementation of Individual Education/Behaviour Plans and Personal Care programmes. Under the direction of Classroom Teacher, to work with small groups of children and to take responsibility for their learning. To promote the inclusion and acceptance of all pupils. To encourage pupils to interact with others and engage in activities led by the Classroom Teacher. To set challenging and demanding expectations and promote self-esteem and independence. To deliver pastoral and learning support. To deal with minor incidents and the health than hygiene of the children. To act as a first aider and complete training necessary. To read with individual children and groups and complete reading records as directed by the Classroom Teacher. To provide feedback to pupils in relation to progress and achievement under guidance of the Classroom Teacher. Support for the Teacher: To adapt lessons to meet the needs of individuals and groups with a wide range of different abilities, key stages and learning needs. To perform activities with, and take responsibility for groups at different levels. To make appropriate use of ICT to enhance and enrich pupil learning and attainment. Continued overleaf 8
Job Description - Teaching Assistant Level 2
To keep records of individual pupil development as required by the school. To contribute to the planning and evaluation of learning activities for individuals and groups. To monitor and track progress and feedback on individuals as required. To administer routine tests and undertake routine marking of pupil’s work. To provide regular feedback to the Classroom Teacher on pupil’s achievement, progress, problems etc. To promote good pupil behaviour, dealing promptly with conflicts and incidents in line with the school’s behaviour policy and encourage pupils to take responsibility for their own behaviour. To support home to school/community links. To administer routine tests and exams and undertake routine marking of pupil’s work. To assist in the preparing and managing of the learning environment and classroom resources and to develop learning aids as required. To assist the Classroom Teacher with problems that may arise. To undertake support activities for the Classroom Teacher as required. To work within an agreed system of supervision with small groups of children and to take responsibility for their learning.
Support for the Curriculum: To undertake structured and agreed learning activities/teaching programmes, adjusting the activities according to pupil responses. To support the school curriculum including literacy and numeracy activities. To undertake programmes linked to local and national learning strategies, eg. literacy, numeracy, KS3 and early years recording achievement and progress and feeding back to the Classroom Teacher. To prepare, maintain and use equipment/resources required to meet the lesson plans/relevant learning activity and assist pupils in there use. To help pupils to develop their literacy and numeracy skills to improve attainment across the curriculum. Support for the School: To develop and maintain positive working relationships with other professionals. To attend and actively participate in staff meetings. To contribute to the maintenance of pupil safety and security. To assist teaching staff in the smooth transition between educational phases. To observe and report on pupil’s performance and contribute to maintaining pupil records. To review and develop own personal and professional practice. To liaise effectively with parents/carers and other interested parties. To provide reasonable support services to the school, eg. answering telephones, displaying work as necessary. To be aware of, and support difference and ensure all pupils have equal access to opportunities to learn and develop. To assist with the supervision of pupils out of lesson times, including before and after school and at lunchtimes. To accompany teaching staff and pupils on visits, trips and out of school activities as required. To contribute to the overall ethos, work and aims of the school. This is a description of the main duties and responsibilities of the post at the date of production. The duties may change over time as requirements and circumstances change. The person in the post may also have to carry out other duties as may be necessary from time to time 9
Person Specification Key Skills and Competencies Able to disseminate information and Qualifications and Experience demonstrates a consultative approach to Essential communication. NVQ level 2 or equivalent qualification or Able to persuade and influence others experience in a relevant discipline. effectively. Numeracy and literacy skills equivalent of at Able to demonstrate tact and diplomacy in least a National Curriculum level 5. communication. Previous experience of working with Able to relate well to children and adults. children, preferably in a school environment. Desirable Desirable Able to communicate in an additional language. Current First Aiders’ certificate/training. NVQ2 Teaching Assistant qualification or a 4. Skills and Abilities willingness to work towards accredited Exercises flexibility so as to take on changes qualification. in work priorities and practices. Previous experience as a Teaching Able to balance tasks and resources in the Assistant. organisation of a wide range of activities. Able to provide contingency plans to address 2. Knowledge the unexpected. Essential Demonstrates clear and logical thinking in Possesses a sound understanding of early working through problems. childhood development and learning. Able to anticipate workload and plans ahead An understanding of issues related to underto manage workload peaks. achievement and the barriers to learning Able to create a positive attitude within the that some pupils face. classroom which encourages enthusiasm An understanding of relevant legislation, and interest in learning. policies and codes of practice, eg. child An awareness of the needs of children who protection, data protection and freedom of have a variety of needs. information. Able to work constructively as part of a An understanding of effective teaching and team, understanding classroom roles and learning programmes and strategies. responsibilities and own position within A good working knowledge of national/ these. foundation stage curriculum and other Pays attention to detail and checks quality of learning programmes/strategies. own work for accuracy. Desirable Possesses initiative and can demonstrate An understanding of how planning and accuracy and attention to detail. evaluation can support pupil learning.
3. Communication Essential Possesses effective verbal communication skills. Presents information and ideas clearly and uses communication appropriate to the audience. Able to create an environment of trust by delivering on promises. Able to adapt personal style of communication to reflect a situation and/or need. Utilises report writing skills to accurately reflect a situation through positive communication techniques.
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Accountability and Freedom to Act Able to make routine decisions based upon guidelines and procedures laid down within established frameworks. Leads by example in standards of behaviour in the work environment. Other Understands the nature of a Church of England Primary School. Willingness to teach Religious Education (RE) and to attend collective worship to meet the expectations of the Governing Body. Willingness to partake in continuous professional development.
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Job Description - Teaching Assistant - Level 3 Job Title: Teaching Assistant Level 2 Key Contacts: Finance & Admin Manager, Headteacher & Executive Principal Salary: Scale 5 (£23,895 - £25,875) Term time only 36 hours per week – with opportunities to work additional hours for extracurricular activities JOB DESCRIPTION: Under the direction of the teacher, to complement the professional work of teacher by taking responsibility for agreed learning activities under an agreed system of supervision. Planning, preparing and delivering learning activities for individuals, groups, or whole class. Monitoring, assessing pupils and recording and reporting their progress. Additionally, under guidance of a senior member of staff, taking responsibility for key worker role development, or whole school policy development in a specific area. Main responsibilities The following duties and responsibilities are based on the National Occupational Standards). Support for the Pupil: Participate in curriculum planning and evaluation, contributing own thoughts and ideas to termly, weekly, daily plans and Individual Education Plans (IEP’s). Prepare the learning environment, assisting in the organisation of the room arrangement and resources. Valuing and displaying children’s work. Take responsibility for a small group of children for varying types of activity, under the direction of the teacher. Support children who are identified as having Special Educational Needs (SEN), or English as an Additional Language (EAL), by organizing the implementation of IEP’s set by other professionals. Accompany children on outside activities ( eg:swimming, educational visits etc). Encourage children’s development, independence, self-reliance, initiative and problem solving skills. Observe children’s activities and contribute to their written records. Work in a non-discriminatory way, being aware of differences and ensuring all pupils have equal access to opportunities to learn, develop and reach their potential. Maintain respectful and genuine interaction with children using warm and responsive communication strategies, which are appropriate to children’s needs. Be supportive and welcoming to parents, recognising the expert knowledge they have of their children and encourage and value their involvement. To provide specialist learning support for pupils with identified, severe learning difficulties including supporting pupils with medical needs. To arrange contact on behalf of pupils with outside agencies, eg. educational psychologists/speech therapist or other workers in the school. To provide a high level of care to individuals where necessary. To provide support and care for the emotional and physical needs of all pupils. To develop, establish and maintain positive relationships with individuals and groups. To contribute to the health and well-being of pupils and to act as a first aider and complete training necessary. To support pupils during learning activities by promoting independent learn. Continued overleaf 11
Job Description - Teaching Assistant Level 3
To support pupils individual learning needs and development, eg. cognitive and learning skills. To assist with the development and implementation of Individual Education/Behaviour Plans and Personal Care programmes. Under the direction of Classroom Teacher, to work with small groups of children and to take responsibility for their learning. To promote the inclusion and acceptance of all pupils. To encourage pupils to interact with others and engage in activities led by the Classroom Teacher. To set challenging and demanding expectations and promote self-esteem and independence. To deliver pastoral and learning support. To promote independence and employ strategies to recognise and reward achievement of self-reliance. To encourage pupils to interact and work co-operatively with others and engage all pupils in activities. To provide feedback to pupils in relation to progress and achievement under guidance of the Classroom Teacher.
Key work: Oversee the introduction and settling in process for children and families into the school/centre, including initial home visit with parent, giving initial information on school/centre policies. Take responsibility in planning, tracking and evaluating. Set individual targets and monitoring progress. Carry out a full record keeping programme for each child according to school/centre policy. Be the first contact for key parents. Set targets and review IEPs, in collaboration with the Special Educational Needs Coordinator (SENCO). Initiate and implement IEPs through regular liaison with Teaching Assistants, according to school policy. Liaise with outside agencies e.g. Speech Therapists. Registration of the children. Liaise with other professionals involved in the child's welfare (speech therapist, health visitor, support teacher etc.). Support and including children with SEN and to attend case conferences and reviews with teacher as appropriate. Support for the Teacher:
To assist the teaching in analysis and making effective use of assessment information on pupil’s attainment and progress.
To recommend strategies to improve pupil attainment, eg. pupil’s attendance or participation in booster classes.
To assist in the development, implementation and monitoring of Individual Education Plans (IEPs) and assisting the Classroom Teacher in the development of a suitable programme of support for pupils who need learning support.
To use suitable ICT packages to record and analyse individual pupil or group progress.
To use suitable ICT packages to present data analysis and suggest appropriate strategies resulting from such data.
To use high level skills and experience to manage problems and situations arising from intense learning or special needs, language barriers, cultural differences and/or behavioural difficulties. Continued overleaf
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Job Description - Teaching Assistant Level 3
To stand in for the Classroom Teacher to teach classes as and when necessary under the direction of the Assistant Headteacher or Headteacher. To work with the Classroom Teacher to establish an appropriate learning environment. To undertake marking of pupil’s work and accurately record achievement/progress. To promote positive values, attitudes and good pupil behaviour, dealing promptly with conflict and incidents in line with established policy and encourage pupils to take responsibility for their own behaviour. To administer and assess routine tests and exams. To provide general clerical/administrative support as required.
Whole-school improvement: Timetable and plan group movement/dance sessions. Plan and implement provision for the movement and dance aspects of creative development. Work alongside the Healthy Schools co-ordinator, working towards achieving the Healthy Schools Award. Report back to Headteacher on an ongoing basis to with reference to health and safety issues. Liaise with EAL / EMAS staff as required. Ensure that all children with EAL make good progress. Develop a close partnership with families from minority ethnic groups. Safeguarding: Maintain high standards of hygiene. Attend to the needs of sick or injured children. Applying First Aid as necessary, recording accidents and attending to children who are unwell until they are collected. Personal care: Dress and undress children whenever necessary throughout the day including during arrivals, departures, playtimes and Physical Education (P.E.) classes. Prepare children for swimming and dress them afterwards if required. Feed children unable to feed themselves at lunchtime and supervise drinks at breaks, liaising with the other professionals (e.g. Speech Therapist), where necessary. Move and handle children, where necessary, following Health and Safety guidelines. Assist individual children with their mobility and independence training, including the use of their equipment, with advice and information passed on from other professionals e.g. Occupational Therapist and Physiotherapist etc. Toilet children, with assistance from colleagues where it has been assessed that more than one member of staff is required. Occasionally, changing incontinent children who have soiled, with help from colleagues. Mentoring/Advising: Assist the person responsible for work experience students, acting as mentor and adviser. Working with the class teacher and Headteacher in the supervision and assessment of students working for NVQ level 3 or childcare qualifications. Induct, train and mentor less experienced staff. This is a description of the main duties and responsibilities of the post at the date of production. The duties may change over time as requirements and circumstances change. The person in the post may also have to carry out other duties as may be necessary from time to time 13
Person Specification Key Skills and Competencies
Qualifications and Experience Essential GCSE level English and Maths. NVQ level 3 for Teaching Assistants or equivalent qualification or experience in a relevant discipline. Working with or caring for children at Foundation Stage, including those who may have special needs. Significant experience I a child care role., ideally in a variety of early years setting. Desirable Current First Aiders’ certificate/training. 2.
Knowledge A sound understanding of early childhood development and learning. Training in the relevant learning strategies. First aid training/training as appropriate is desirable. Understanding of relevant polices/codes of practice and awareness of relevant legislation. Good working knowledge of national/ foundation stage ciriculumand other basic learning programmes/stratagies. Knowledge of specialist technicques such as makaton singing, picture exchange and restraint. Understanding of Healthy Schools initiative and Every Child Matters framework. An understanding of Child Protection/ Safeguarding issues and procedures. Knowledge of planning and evaluation tools to support pupil learning and achievement.
communication techniques. Able to disseminate information and demonstrates a consultative approach to communication. Able to persuade and influence others effectively. Able to demonstrate tact and diplomacy in communication. Able to relate well to children and adults. Desirable Able to communicate in an additional language.
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Skills and Abilities Exercises flexibility so as to take on changes in work priorities and practices. Able to balance tasks and resources in the organisation of a wide range of activities. Able to provide contingency plans to address the unexpected. Demonstrates clear and logical thinking in working through problems. Able to anticipate workload and plans ahead to manage workload peaks. An awareness of the needs of children who have a variety of needs. Able to create a positive attitude within the classroom which encourages enthusiasm and interest in learning. Able to work constructively as part of a team, understanding classroom roles and responsibilities and own position within these. Pays attention to detail and checks quality of own work for accuracy. Possesses initiative and can demonstrate accuracy and attention to detail.
Accountability and Freedom to Act Able to make routine decisions based upon
3. Communication Essential Possesses effective verbal communication skills. Presents information and ideas clearly and uses communication appropriate to the audience. Able to create an environment of trust by delivering on promises. Able to adapt personal style of communication to reflect a situation and/or need. Utilises report writing skills to accurately reflect a situation through positive
guidelines and procedures laid down within established frameworks. Leads by example in standards of behaviour in the work environment. 6.
Other Understands the nature of a Church of England Primary School. Willingness to teach Religious Education (RE) and to attend collective worship to meet the expectations of the Governing Body. Willingness to partake in continuous professional development.
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Please note that CVs will not be accepted without the application form . Applicants are asked to complete all the standard information required on the Primary Advantage application form. In addition applicants are expected to provide a supporting statement. Please specify the role you are applying for i.e Teaching Assistant. The reference number for the Level 2 Teaching Assistant application is: HT/TA216. The reference number for the Level 3 Teaching Assistant application is: HT/TA316. Candidates are advised that when completing the references section on the application form to please ensure that:
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Your first referee must be your current, or most recent, Employer
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You provide a referee who can confirm your suitability for the role
Application Process Shortlisting Once we have received your application you will be notified via email. Successful candidates who have been shortlisted for interview will be contacted shortly after the closing date. Shortlisted candidates will be asked to complete tasks . Candidates will be advised of the details of the interview schedule prior to interview. Candidates must ensure that if they are successful at interview, that they are able to provide evidence of their Right to Work and Remain in the UK. The school is not able to employ any person who cannot validate their Right to Work and Remain in the UK in the line with the Asylum, Immigration and Nationality Act 2000.
Successful candidates Successful candidates will be required to apply for an enhanced Criminal Record Check via the DBS. We are committed to safeguarding and promoting the welfare of our children and expect all members of staff to share this commitment. All qualifications and references will be verified.
We look forward to receiving your application. 15
Holy Trinity Primary School 13 Richmond Road Dalston London E8 3HY * Tel: 020 7254 1010 www.primaryadvantage.co.uk * This is a temporary site, the new building will be located at Beechwood Road E8 3DY from September 2016.
Please click on the links below for more information about the federation and our family of schools.
Springfield Community School
Primary Advantage Federation
St John Baptist CE Primary
St John & St James CE Primary School
Morningside Primary
St Matthias CE Primary