Higher Level Teaching Assistant
-
School:
Dormanstown Primary Academy -
Location:
Redcar & Cleveland -
Salary:
SCP 12 to SCP 15 FTE £26,421 to £27,803 (Pro rata £21,594 to £22,723) -
Hours:
35 hours per week Term Time Only plus 5 days -
Contractual Status:
Permanent -
Closing Date:
4th Mar 2024
Higher Level Teaching Assistant
Status: Permanent
Required: April 2024
Salary: From SCP 12 to SCP 15 FTE £26,421 to £27,803 (Pro rata £21,594 to £22,723)
Hours: 35 hours per week, Term time only + PD days
About the Trust
The Trust was established in 2015 and provides education and enrichment activities to more than 1100 children across five Academies, located in Middlesbrough and Redcar and Cleveland local authority areas. Academies within the Trust are:
- Brambles Primary Academy (2 to 11 years),
- Discovery Special Academy (2 to 16 years),
- Dormanstown Primary Academy (3 to 11 years),
- Pennyman Primary Academy (3 to 11 years), and
- Wilton Primary Academy (3 to 11 years).
About the Post
Dormanstown Primary Academy is a thriving inclusive learning community for 270 pupils from Nursery to Year 6. Within our provision, we have 40 High Needs places for children with complex learning needs from across Redcar & Cleveland.
We are seeking to appoint a pro-active and enthusiastic Higher Level Teaching Assistant who can demonstrate high expectations for all children and has a genuine interest in supporting children’s development and their learning outcomes both academically and pastorally. The role involves supporting pupils to overcome any barriers, so that they can successfully access their education. The successful candidate will demonstrate a commitment to supporting children so that they have the best chances to engage in their learning every day. The ability to develop positive relationships with pupils across all areas of the academy, excellent communication and organisational skills, together with the drive and initiative to make a difference to the lives of our children are essential for this role.
In return, we can offer you the opportunity to join the staff team at our successful academy within a well-established Trust. Both the Trust and the academies have a strong inclusive ethos and an inherent drive for quality. The best interests of the children are central to our decision making. Our children are proud academy citizens, care for each other and enjoy their learning and achievements in school. Please see the website for further information about our academy https://dormanstown.teesvalleyeducation.co.uk/
This is an exciting role offering a varied and challenging key position in a busy and rewarding working environment with access to continuous professional development, as part of a highly functioning team.
Visits to the academy are encouraged, if you wish to visit please contact the academy office on 01642 483696 or email TVEDormanstown@tved.org.uk to confirm which visit time is convenient for you.
Tuesday 20th February 3:30 p.m.
Friday 23rd February 9:00 a.m.
Wednesday 28th February 3:30 p.m.
Closing date: Monday 4th March 2024 9:00 a.m.
What the Trust will provide the successful candidate with:
- A workplace where all staff are valued and treated with respect as outlined within the Trust’s Diamond Standards
- A passionate, enthusiastic and supportive Leadership Team
- A listening and learning organisation where all staff are encouraged to be curious and share ideas for the Trust/academies/team to improve
- Hard working, committed and dedicated staff who strive to gain the best outcomes for all children across the Trust’s academies
- Dedicated approach to children’s learning to encourage them all to be the best they can be
- Career enhancement opportunities within areas of interest as well as supporting ongoing professional development and training specific to job role
- Dedicated line manager to discuss work streams and capacity
- Free access to the Trust’s Wellbeing offer, which includes counselling, access to GP, Mindfulness and so much more.
- Free parking
- Enrolment into the local government pension scheme
- All support contracts are employed on National Joint Council (NJC) for local government services (also known as Green book)
- Benefits of the Trust’s Staff Charter which can be found at TVED Staff Charter.
Safeguarding requirements for the role:
Tees Valley Education Multi Academy Trust is committed to safeguarding and promoting the welfare of children. All appointments will be subject to a satisfactory enhanced DBS check.
This post is exempt from the Rehabilitation of Offenders Act 1974 and, therefore, all convictions, cautions and bind-overs, including those regarded as “spent” must be declared. The Trust’s Recruitment of Ex-Offender policy can be requested or visit the Trust’s website.
Applications are invited from prospective candidates who demonstrate that they are able to meet the essential criteria set out in the person specification and who have the vision, values and tenacity to join an outstanding team and help continue the journey towards excellence.
| HIGHER LEVEL TEACHING ASSISTANT
JOB DESCRIPTION |
| The duties of the Higher Level Teaching Assistant will involve working within the teaching, learning and pastoral team to support access to learning for pupils through providing support to breakdown any barriers. You will provide academic support and/or mentoring within the classroom. Support will focus on ensuring readiness for learning for pupils through delivering targeted support for academic achievements and wellbeing. The role will also involve supporting children at break and lunchtimes in order to have successful break times. Regular liaison with the teaching team will include evaluating interventions, providing feedback, reporting on outcomes in order to contribute to planning for next steps in learning. Contribution and participation in the team-working ethos of the academy and maintaining the positive ethos and core values of the academy, both inside and outside of the classroom is essential. |
| MAIN DUTIES AND RESPONSIBILITES |
| · Use skills/training/experience to support all pupils access to education
· Promote the inclusion of all pupils, supporting staff with strategies and approaches to break down any barriers · Establish constructive relationships with pupils and interact with them according to individual needs · Teach classes, groups and individuals to support them accessing learning across the curriculum as directed · Work with the teacher/pastoral team in planning, evaluating and adjusting lessons/work plans as appropriate · Provide feedback to pupils in relation to progress and achievement · Support pupils in their own personal development to be successful through promoting excellent attitudes towards learning and behaviour · Encourage pupils to interact and work co-operatively with others and engage all pupils in activities · Employ strategies to promote self-regulation and independence for pupils · Develop a mentoring relationship with pupils needing particular support in overcoming barriers to learning · Deliver interventions to support pupils in their academic, social and emotional development · Supervise pupils who may be working outside normal timetables or who need 1:1 support outside the classroom · Supervise pupils and ensure they are happy and safe at playtimes and lunchtimes
|
| SUPPORT FOR THE TEAM |
| · Work with teachers to establish an appropriate learning environment and suitable provision
· Work with teachers in lesson planning, evaluating and adjusting provision/lessons/work plans as appropriate · 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, to the teacher/pastoral team on pupil achievement, progress and behaviour, ensuring the availability of appropriate evidence · Be responsible for keeping and updating records, contributing to reviews of systems/records as directed · Undertake feedback/marking of pupils’ work, recording achievement/progress · Promote positive values, attitudes and learning behaviours, dealing promptly with any incidents in line with established policy and encourage pupils to take responsibility for their own behaviour · Assist with the development and implementation of individual plans e.g. behaviour, healthcare and learning · Liaise sensitively and effectively with parents/carers as agreed with the teacher within your role/responsibility and participate in feedback sessions/meetings with parents with, or as directed · Provide general resource support and ensure the learning environment is welcoming, supportive, celebrates achievements and is kept in good order · Support the work of other learning assistants, in particular any apprentice learning support staff, and be an excellent role model within the team |
| SUPPORT FOR THE CURRICULUM | |
| · Deliver agreed learning activities for academic and personal/social development, adjusting activities according to pupil responses/needs
· Deliver intervention programmes e.g. pre or post teaching activities, behaviour interventions etc. in support of outcomes for individuals and groups · Determine the need for, prepare and maintain general and specialist equipment and resources · Keep abreast of developments in best practice for the academic, pastoral care, mental health and wellbeing support for young people |
|
| SUPPORT FOR THE ACADEMY | |
| · Understand and fully implement the academy’s climate for learning and positive behaviour management strategies
· Contribute to the overall ethos/work/aims of the academy · Establish constructive relationships and communicate with other agencies/professionals, in liaison with the teacher, to support achievement and progress of pupils · Attend and participate in regular meetings · Participate in training and other learning activities as required · Recognise own strengths and areas of expertise and use these to advise and support others · Supervise classes/groups as directed · Supervise pupils for extended schools provision and on visits, trips and out of academy activities as required
|
|
| OTHER PROFESSIONAL RESPONSIBILITIES | |
| • Comply with and assist with the development of policies and procedures relating to child protection, health, safety and security, confidentiality and UK GDPR Data Protection, reporting all concerns to appropriate Trust and/or academy personnel
• Ensure confidentiality and professionalism is upheld at all times • Ensure equal opportunities for all including promoting differences • Contribute to upholding the Trust’s Diamond Standards and the Trust’s overall ethos, values, aims and objectives • Establish constructive relationships and communicate effectively with both internal and external stakeholders • Attend and participate in relevant meetings • Any other duties consistent with the grading of the post
|
|
| SAFEGUARDING | |
| · All staff must adhere to the Trust’s safeguarding training (appropriate for job role) including policies, procedures, latest Keeping Children Safe in Education guidance and Working Together to Safeguard Children DfE 2023.
· |
|
| ADDITIONAL RESPONSIBILITIES | |
| The job holder may be required to undertake additional duties as could be reasonably required in exceptional or emergency situations. These may include:
– to work flexibly between the hours of 8am and 6pm. – to work across the Trust if required. – to undertake additional training e.g. first aid, Positive Handling.
|
|
| This job description will be reviewed annually and may be subject to amendment or modification at any time after consultation with the post holder. It is not a comprehensive statement of procedures and tasks, but sets out the main expectations of the Trust in relation to the post holder’s professional responsibilities and duties.
Elements of this job description and changes to it may be negotiated at the request of either the line manager. |
|
| PERSON SPECIFICATION | |
| QUALIFICATIONS | E/D |
| GCSE grade C/4 or above in English and Mathematics (equivalent qualifications considered) | E |
| NVQ level 4 or above qualification (or equivalent) in a relevant area | E |
| EXPERIENCE | |
| Experience of working with children in a primary classroom environment | E |
| Experience of delivering learning tasks to groups of pupils | E |
| Experience of supporting pupils with academic and pastoral development | E |
| Experience of supporting children through delivering targeted interventions for social, emotional and behaviour development | D |
| KNOWLEDGE, ABILITIES AND SKILLS | |
| Ability to relate well to children | E |
| Working knowledge of implementing the national curriculum and other relevant learning programmes/ strategies | |
| Good understanding of child development and learning processes | |
| Knowledge and experience of a range of strategies to support children accessing learning | E |
| Ability to supervise classes and groups of pupils to deliver learning activities in the absence of the teacher | E |
| Ability to work as part of a team, following instructions and on own initiative, leading when required | E |
| Good communication skills including the use of standard English | E |
| Ability to prioritise varied work tasks and manage time effectively | E |
| Ability to form and maintain excellent relationships at all levels, including relating well to parents/carers | E |
| Knowledge and understanding of safeguarding procedures and confidentiality | E |
| Commitment to safeguarding and protecting the welfare of children and young people | E |
| Ability to assess pupil development and contribute to the assessment for learning cycle | D |
| Knowledge of how to plan, deliver and evaluate structured learning activities successfully for classes, groups and individual pupils | D |
| Experience of tracking interventions and monitoring impact of these | D |
| Knowledge of specialist strategies to support pupils e.g. ELSA, mental health, therapeutic, social/emotional or a willingness to develop own skills through attending training | D |
E – Essential, D – Desirable
| Important: In the first instance, applications are assessed against the criteria listed above, in addition to overall presentation, use of standard English and grammatical accuracy.
Where applications do not meet the expected standard, they will be rejected before being matched to the person specification. |
HOW TO APPLY AND EXPLANATORY NOTES OF THE PROCESS |
An application form is attached below. Application packs can be downloaded or printed directly from the Trust website www.teesvalleyeducation.co.uk or requested from the academy. Only applications via the Trust’s official application form will be accepted. Please do not submit a CV as substitute for part or full application form, the information will not be accepted or considered.
If you are submitting your completed application form by e-mail to Dormanstown@tved.org.uk – please add Dormanstown HLTA Application in the subject box. Please be aware the academy cannot be responsible for any formatting anomalies when printing. If you are unable to submit an electronic application form, hand written or electronic printed copies should be posted or hand delivered to the following address for the attention of Mrs Alison Hill.
Dormanstown Primary Academy
South Avenue
Dormanstown
Redcar
TS10 5LY
Shortlisting Process
After the closing date, short listing will be conducted by a panel, who will match your skills/experience against the criteria in the Person Specification. You will be selected for interview entirely on the contents of your application form, so please read the Job Description and Person Specification carefully before you complete your form.
Shortlisted candidates will receive:
- Letter confirming interview details.
- Details of original ID documentation is required to confirm candidates. Photocopies or certified copies are not accepted.
- Criminal Record Self-Declaration Form, which must be brought on the day of the interview in the sealed envelope provided.
References for successful Candidate/s
We may seek references for shortlisted candidate/s and we may also approach previous employers for information to verify particular experience or qualifications before the interview. Finally, we may also undertake a social media search in accordance with Keeping Children Safe in Education guidance. Any relevant issues arising from references will be taken up post interview.
Interview process
In addition to candidates’ ability to perform the duties of the post, the interview will also explore issues relating to safeguarding and promoting the welfare of children, including:
- Motivation to work with children and young people
- Ability to form and maintain appropriate relationships and personal boundaries with children and young people
- Emotional resilience in working with challenging behaviours
- Attitudes to use of authority and maintaining discipline
Conditional Offer: Pre-Employment Checks
Any offer to a successful candidate will be conditional upon:
- Verification of right to work in the UK
- Receipt of at least two satisfactory references (if these have not already been received)
- Verification of identity checks and qualifications
- Satisfactory enhanced DBS check
- Verification of professional status such e.g. QTS Status, NPQH (where required)
- Satisfactory completion of a Health Assessment
- Satisfactory completion of the probationary period (where relevant)
- Where the successful candidate has worked or been resident overseas in the previous five years, such checks and confirmations as may be required in accordance with statutory guidance.
For your information, the recruitment timetable is detailed below:
Closing date: Monday 4th March 9:00 a.m.
Shortlisting date: Monday 4th March
Interview date: Thursday 7th March
Contract Start Date: April 2024
EQUALITIES INFORMTION AND OBJECTIVES STATEMENT |
As an academy we ensure that our vision, values and ethos meet the expectations of the equality and diversity guidelines and legislation set out by the Equality and Human Rights Commission. This includes the following 9 protected characteristics:
- Age
- Disability
- Gender Reassignment
- Marriage and Civil Partnerships
- Pregnancy and Maternity
- Race
- Religion or belief
- Sex
- Sexual Orientation
Objectives Statement
- To support children’s sensory, academic and communication skills to enable them to develop holistically.
- To ensure high expectations across all aspects of the academy (as outlined in objective 1) to ensure children make the best progress according to their individual starting points.
- To continue to monitor attendance of all groups of children in the academy.
- To review levels of parental and pupil engagement in learning and academy life, across all activities and ensure equality and fairness in access and engagement.
- To ensure the academy environment is as accessible as possible to pupils, staff and visitors.
Dormanstown Primary Academy
Tees Valley Education’s foundation and journey to date
In 2005, following 5 years of working in partnership, Brambles and Pennyman Academies formed Tees Valley Education multi-academy trust. As sponsors, Dormanstown joined in the same year, followed by Wilton in 2018. Additionally, Discovery Special Academy, the first free school in Middlesbrough, opened to the inaugural group of children in the same year. Having moved into its new, purpose designed building in August 2022, welcoming children in September 2022, it has now grown to a 128-place special school for Nursery, primary and, as of September 2022, the Trust also welcomes its first secondary age children. Discovery looks forward to growing to full capacity by 2027-28.
The Trust continues to grow and expand both in terms of the quality and range of educational provision, as well as the number of academies and children and young people, it serves.
Vision
The Trust pledge is:
Delivering educational excellence so that all Tees Valley Education children can achieve their dreams, hopes, aspirations and a great sense of self worth.
By doing this, our children will become outstanding citizens able to contribute to society with the skills, ability, confidence and voice, to shape a better future for all.
Values
Guided by the Aristotle motto of “We are what we repeatedly do. Excellence, therefore, is not an act, but a habit” the Trusts Diamond Standards are the values which underpin everything.
COMMITMENT
To achieve, succeed and create the best life and future.
COURAGE
To face our challenges and the unknown.
CURIOSITY
Be inquisitive, be brave and learn.
CARE
For ourselves, each other and our communities.
They were developed by the children, staff, Trustees, Members and communities across the Trust and they celebrate individuals, groups and organisations demonstrating and living these values. Celebrated termly in each academy, with an annual awards ceremony designed to champion all of the diamonds collectively – our values are demonstrated, lived and seen regularly. They also recognise that with the right environment, time and support everyone can be brilliant!
Areas of strength and expertise in practice and knowledge
Tees Valley Education is comprised mainly of primary academies sited in some of the most significantly deprived areas in Middlesbrough and Redcar and Cleveland.
Inclusion, pastoral support and equity of life chances are therefore some of the biggest areas of practice and strength across the Trust. Within this area, there is also a significant strength in serving a range of children and young people with SEND and additional physical, medical, language and learning needs. More can be seen on the Trust Specialisms page.
Visit School WebsiteApplying by post
Higher Level Teaching Assistant
Status: Permanent
Required: April 2024
Salary: From SCP 12 to SCP 15 FTE £26,421 to £27,803 (Pro rata £21,594 to £22,723)
Hours: 35 hours per week, Term time only + PD days
About the Trust
The Trust was established in 2015 and provides education and enrichment activities to more than 1100 children across five Academies, located in Middlesbrough and Redcar and Cleveland local authority areas. Academies within the Trust are:
- Brambles Primary Academy (2 to 11 years),
- Discovery Special Academy (2 to 16 years),
- Dormanstown Primary Academy (3 to 11 years),
- Pennyman Primary Academy (3 to 11 years), and
- Wilton Primary Academy (3 to 11 years).
About the Post
Dormanstown Primary Academy is a thriving inclusive learning community for 270 pupils from Nursery to Year 6. Within our provision, we have 40 High Needs places for children with complex learning needs from across Redcar & Cleveland.
We are seeking to appoint a pro-active and enthusiastic Higher Level Teaching Assistant who can demonstrate high expectations for all children and has a genuine interest in supporting children’s development and their learning outcomes both academically and pastorally. The role involves supporting pupils to overcome any barriers, so that they can successfully access their education. The successful candidate will demonstrate a commitment to supporting children so that they have the best chances to engage in their learning every day. The ability to develop positive relationships with pupils across all areas of the academy, excellent communication and organisational skills, together with the drive and initiative to make a difference to the lives of our children are essential for this role.
In return, we can offer you the opportunity to join the staff team at our successful academy within a well-established Trust. Both the Trust and the academies have a strong inclusive ethos and an inherent drive for quality. The best interests of the children are central to our decision making. Our children are proud academy citizens, care for each other and enjoy their learning and achievements in school. Please see the website for further information about our academy https://dormanstown.teesvalleyeducation.co.uk/
This is an exciting role offering a varied and challenging key position in a busy and rewarding working environment with access to continuous professional development, as part of a highly functioning team.
Visits to the academy are encouraged, if you wish to visit please contact the academy office on 01642 483696 or email TVEDormanstown@tved.org.uk to confirm which visit time is convenient for you.
Tuesday 20th February 3:30 p.m.
Friday 23rd February 9:00 a.m.
Wednesday 28th February 3:30 p.m.
Closing date: Monday 4th March 2024 9:00 a.m.
What the Trust will provide the successful candidate with:
- A workplace where all staff are valued and treated with respect as outlined within the Trust’s Diamond Standards
- A passionate, enthusiastic and supportive Leadership Team
- A listening and learning organisation where all staff are encouraged to be curious and share ideas for the Trust/academies/team to improve
- Hard working, committed and dedicated staff who strive to gain the best outcomes for all children across the Trust’s academies
- Dedicated approach to children’s learning to encourage them all to be the best they can be
- Career enhancement opportunities within areas of interest as well as supporting ongoing professional development and training specific to job role
- Dedicated line manager to discuss work streams and capacity
- Free access to the Trust’s Wellbeing offer, which includes counselling, access to GP, Mindfulness and so much more.
- Free parking
- Enrolment into the local government pension scheme
- All support contracts are employed on National Joint Council (NJC) for local government services (also known as Green book)
- Benefits of the Trust’s Staff Charter which can be found at TVED Staff Charter.
Safeguarding requirements for the role:
Tees Valley Education Multi Academy Trust is committed to safeguarding and promoting the welfare of children. All appointments will be subject to a satisfactory enhanced DBS check.
This post is exempt from the Rehabilitation of Offenders Act 1974 and, therefore, all convictions, cautions and bind-overs, including those regarded as “spent” must be declared. The Trust’s Recruitment of Ex-Offender policy can be requested or visit the Trust’s website.
Applications are invited from prospective candidates who demonstrate that they are able to meet the essential criteria set out in the person specification and who have the vision, values and tenacity to join an outstanding team and help continue the journey towards excellence.
| HIGHER LEVEL TEACHING ASSISTANT
JOB DESCRIPTION |
| The duties of the Higher Level Teaching Assistant will involve working within the teaching, learning and pastoral team to support access to learning for pupils through providing support to breakdown any barriers. You will provide academic support and/or mentoring within the classroom. Support will focus on ensuring readiness for learning for pupils through delivering targeted support for academic achievements and wellbeing. The role will also involve supporting children at break and lunchtimes in order to have successful break times. Regular liaison with the teaching team will include evaluating interventions, providing feedback, reporting on outcomes in order to contribute to planning for next steps in learning. Contribution and participation in the team-working ethos of the academy and maintaining the positive ethos and core values of the academy, both inside and outside of the classroom is essential. |
| MAIN DUTIES AND RESPONSIBILITES |
| · Use skills/training/experience to support all pupils access to education
· Promote the inclusion of all pupils, supporting staff with strategies and approaches to break down any barriers · Establish constructive relationships with pupils and interact with them according to individual needs · Teach classes, groups and individuals to support them accessing learning across the curriculum as directed · Work with the teacher/pastoral team in planning, evaluating and adjusting lessons/work plans as appropriate · Provide feedback to pupils in relation to progress and achievement · Support pupils in their own personal development to be successful through promoting excellent attitudes towards learning and behaviour · Encourage pupils to interact and work co-operatively with others and engage all pupils in activities · Employ strategies to promote self-regulation and independence for pupils · Develop a mentoring relationship with pupils needing particular support in overcoming barriers to learning · Deliver interventions to support pupils in their academic, social and emotional development · Supervise pupils who may be working outside normal timetables or who need 1:1 support outside the classroom · Supervise pupils and ensure they are happy and safe at playtimes and lunchtimes
|
| SUPPORT FOR THE TEAM |
| · Work with teachers to establish an appropriate learning environment and suitable provision
· Work with teachers in lesson planning, evaluating and adjusting provision/lessons/work plans as appropriate · 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, to the teacher/pastoral team on pupil achievement, progress and behaviour, ensuring the availability of appropriate evidence · Be responsible for keeping and updating records, contributing to reviews of systems/records as directed · Undertake feedback/marking of pupils’ work, recording achievement/progress · Promote positive values, attitudes and learning behaviours, dealing promptly with any incidents in line with established policy and encourage pupils to take responsibility for their own behaviour · Assist with the development and implementation of individual plans e.g. behaviour, healthcare and learning · Liaise sensitively and effectively with parents/carers as agreed with the teacher within your role/responsibility and participate in feedback sessions/meetings with parents with, or as directed · Provide general resource support and ensure the learning environment is welcoming, supportive, celebrates achievements and is kept in good order · Support the work of other learning assistants, in particular any apprentice learning support staff, and be an excellent role model within the team |
| SUPPORT FOR THE CURRICULUM | |
| · Deliver agreed learning activities for academic and personal/social development, adjusting activities according to pupil responses/needs
· Deliver intervention programmes e.g. pre or post teaching activities, behaviour interventions etc. in support of outcomes for individuals and groups · Determine the need for, prepare and maintain general and specialist equipment and resources · Keep abreast of developments in best practice for the academic, pastoral care, mental health and wellbeing support for young people |
|
| SUPPORT FOR THE ACADEMY | |
| · Understand and fully implement the academy’s climate for learning and positive behaviour management strategies
· Contribute to the overall ethos/work/aims of the academy · Establish constructive relationships and communicate with other agencies/professionals, in liaison with the teacher, to support achievement and progress of pupils · Attend and participate in regular meetings · Participate in training and other learning activities as required · Recognise own strengths and areas of expertise and use these to advise and support others · Supervise classes/groups as directed · Supervise pupils for extended schools provision and on visits, trips and out of academy activities as required
|
|
| OTHER PROFESSIONAL RESPONSIBILITIES | |
| • Comply with and assist with the development of policies and procedures relating to child protection, health, safety and security, confidentiality and UK GDPR Data Protection, reporting all concerns to appropriate Trust and/or academy personnel
• Ensure confidentiality and professionalism is upheld at all times • Ensure equal opportunities for all including promoting differences • Contribute to upholding the Trust’s Diamond Standards and the Trust’s overall ethos, values, aims and objectives • Establish constructive relationships and communicate effectively with both internal and external stakeholders • Attend and participate in relevant meetings • Any other duties consistent with the grading of the post
|
|
| SAFEGUARDING | |
| · All staff must adhere to the Trust’s safeguarding training (appropriate for job role) including policies, procedures, latest Keeping Children Safe in Education guidance and Working Together to Safeguard Children DfE 2023.
· |
|
| ADDITIONAL RESPONSIBILITIES | |
| The job holder may be required to undertake additional duties as could be reasonably required in exceptional or emergency situations. These may include:
– to work flexibly between the hours of 8am and 6pm. – to work across the Trust if required. – to undertake additional training e.g. first aid, Positive Handling.
|
|
| This job description will be reviewed annually and may be subject to amendment or modification at any time after consultation with the post holder. It is not a comprehensive statement of procedures and tasks, but sets out the main expectations of the Trust in relation to the post holder’s professional responsibilities and duties.
Elements of this job description and changes to it may be negotiated at the request of either the line manager. |
|
| PERSON SPECIFICATION | |
| QUALIFICATIONS | E/D |
| GCSE grade C/4 or above in English and Mathematics (equivalent qualifications considered) | E |
| NVQ level 4 or above qualification (or equivalent) in a relevant area | E |
| EXPERIENCE | |
| Experience of working with children in a primary classroom environment | E |
| Experience of delivering learning tasks to groups of pupils | E |
| Experience of supporting pupils with academic and pastoral development | E |
| Experience of supporting children through delivering targeted interventions for social, emotional and behaviour development | D |
| KNOWLEDGE, ABILITIES AND SKILLS | |
| Ability to relate well to children | E |
| Working knowledge of implementing the national curriculum and other relevant learning programmes/ strategies | |
| Good understanding of child development and learning processes | |
| Knowledge and experience of a range of strategies to support children accessing learning | E |
| Ability to supervise classes and groups of pupils to deliver learning activities in the absence of the teacher | E |
| Ability to work as part of a team, following instructions and on own initiative, leading when required | E |
| Good communication skills including the use of standard English | E |
| Ability to prioritise varied work tasks and manage time effectively | E |
| Ability to form and maintain excellent relationships at all levels, including relating well to parents/carers | E |
| Knowledge and understanding of safeguarding procedures and confidentiality | E |
| Commitment to safeguarding and protecting the welfare of children and young people | E |
| Ability to assess pupil development and contribute to the assessment for learning cycle | D |
| Knowledge of how to plan, deliver and evaluate structured learning activities successfully for classes, groups and individual pupils | D |
| Experience of tracking interventions and monitoring impact of these | D |
| Knowledge of specialist strategies to support pupils e.g. ELSA, mental health, therapeutic, social/emotional or a willingness to develop own skills through attending training | D |
E – Essential, D – Desirable
| Important: In the first instance, applications are assessed against the criteria listed above, in addition to overall presentation, use of standard English and grammatical accuracy.
Where applications do not meet the expected standard, they will be rejected before being matched to the person specification. |
HOW TO APPLY AND EXPLANATORY NOTES OF THE PROCESS |
An application form is attached below. Application packs can be downloaded or printed directly from the Trust website www.teesvalleyeducation.co.uk or requested from the academy. Only applications via the Trust’s official application form will be accepted. Please do not submit a CV as substitute for part or full application form, the information will not be accepted or considered.
If you are submitting your completed application form by e-mail to Dormanstown@tved.org.uk – please add Dormanstown HLTA Application in the subject box. Please be aware the academy cannot be responsible for any formatting anomalies when printing. If you are unable to submit an electronic application form, hand written or electronic printed copies should be posted or hand delivered to the following address for the attention of Mrs Alison Hill.
Dormanstown Primary Academy
South Avenue
Dormanstown
Redcar
TS10 5LY
Shortlisting Process
After the closing date, short listing will be conducted by a panel, who will match your skills/experience against the criteria in the Person Specification. You will be selected for interview entirely on the contents of your application form, so please read the Job Description and Person Specification carefully before you complete your form.
Shortlisted candidates will receive:
- Letter confirming interview details.
- Details of original ID documentation is required to confirm candidates. Photocopies or certified copies are not accepted.
- Criminal Record Self-Declaration Form, which must be brought on the day of the interview in the sealed envelope provided.
References for successful Candidate/s
We may seek references for shortlisted candidate/s and we may also approach previous employers for information to verify particular experience or qualifications before the interview. Finally, we may also undertake a social media search in accordance with Keeping Children Safe in Education guidance. Any relevant issues arising from references will be taken up post interview.
Interview process
In addition to candidates’ ability to perform the duties of the post, the interview will also explore issues relating to safeguarding and promoting the welfare of children, including:
- Motivation to work with children and young people
- Ability to form and maintain appropriate relationships and personal boundaries with children and young people
- Emotional resilience in working with challenging behaviours
- Attitudes to use of authority and maintaining discipline
Conditional Offer: Pre-Employment Checks
Any offer to a successful candidate will be conditional upon:
- Verification of right to work in the UK
- Receipt of at least two satisfactory references (if these have not already been received)
- Verification of identity checks and qualifications
- Satisfactory enhanced DBS check
- Verification of professional status such e.g. QTS Status, NPQH (where required)
- Satisfactory completion of a Health Assessment
- Satisfactory completion of the probationary period (where relevant)
- Where the successful candidate has worked or been resident overseas in the previous five years, such checks and confirmations as may be required in accordance with statutory guidance.
For your information, the recruitment timetable is detailed below:
Closing date: Monday 4th March 9:00 a.m.
Shortlisting date: Monday 4th March
Interview date: Thursday 7th March
Contract Start Date: April 2024
EQUALITIES INFORMTION AND OBJECTIVES STATEMENT |
As an academy we ensure that our vision, values and ethos meet the expectations of the equality and diversity guidelines and legislation set out by the Equality and Human Rights Commission. This includes the following 9 protected characteristics:
- Age
- Disability
- Gender Reassignment
- Marriage and Civil Partnerships
- Pregnancy and Maternity
- Race
- Religion or belief
- Sex
- Sexual Orientation
Objectives Statement
- To support children’s sensory, academic and communication skills to enable them to develop holistically.
- To ensure high expectations across all aspects of the academy (as outlined in objective 1) to ensure children make the best progress according to their individual starting points.
- To continue to monitor attendance of all groups of children in the academy.
- To review levels of parental and pupil engagement in learning and academy life, across all activities and ensure equality and fairness in access and engagement.
- To ensure the academy environment is as accessible as possible to pupils, staff and visitors.
