Teaching Assistant Level 3 - Special School (Ysgol Penmaes)
Job description
L3 Teaching Assistant (Pupil Engagement Team- fixed term 1 year in the first instance)
The salary for this role is pro rata the above, and is for 32.5 hrs per week / 39 weeks per annum (plus holiday entitlement)
The Governing Body are seeking to appoint a new member to join our pupil engagement team. This team plays a key part in improving engagement, regulation and ensuring the development of high performing, impactful behaviour systems and strategies in the school.
Under the guidance of a designated senior leader, this team takes an active role in ensuring the approach to well-being, behaviour and regulation interventions for pupils, including managing pupil behaviour. The role will involve ensuring strategies and approaches are implemented effectively and appropriate systems are used to track, monitor and evaluate pupil progress. Pupil centered practices, excellent teamwork, creative thinking, confidentiality and a capacity to work hard in a demanding environment is at the core of this team's success. Members of this team are flexible with the ability, determination and commitment to work collaboratively with the senior leadership team to further the strategic direction of the school.
Expectations of the team:
1. Working under the guidance of a designated senior leader.
2. Coaching and mentoring staff, pupils and other stakeholders to improve engagement and wellbeing.
3. To be responsible for implementing specialised programmes and interventions of support to pupils aged 3-19 years old with severe or profound and complex learning difficulties including pupils with Autistic Spectrum Disorder on a daily basis.
4. Track and monitor behaviour related pupil progress.
5. Provide evidence based advice and support to ensure the safety and welfare of pupils and staff are met.
6. Implementing strategies connected with pupil social inclusion to support their personal, social, emotional and mental health and well-being needs.
7. Undertake specified work involving planning, preparing and delivering learning activities to small groups or individual pupils.
8. A positive mind-set and a willingness to make a difference/impact.
9. Conduct observations in class and feedback to teams and senior leaders.
10. Provide training and support to other agencies such as parent workshops.
11. The team will share and model strategies to be implemented and will be monitoring implementation and pupil progress.
12. The team is NOT a behaviour management team but a team that supports positive behaviour, well-being and regulation including implementing a whole school ethos (nurture and PACE) and vision (all pupils regulated, supported mentally and in a place to engage).
13. The team will be responsible to support the writing of ISPs, ISP+ and other behaviour related plans.
14. Support during difficult transition periods such as lunch and break times as directed.
15. The ability to work in a high pressure environment as part of a team.
16. The ability to be solution focused and willing to think outside the box and try new strategies.
17. The ability to empathise with others and be non judgemental.
18. The ability to work alongside others to benefit the pupil.
19. Provide directed time workshops for colleagues
20. Members of the team need to have a passion for supporting ALL pupils' behaviour, regulation and well-being. A real commitment to making a difference to pupil well-being is key.
21. Any other duties deemed necessary by the Senior Leadership Team.
22. Implement the schools rewards system with pupils e.g. Class Dojo
23. Prepare and deliver assemblies as required
24. Develop and prepare pastoral support programmes / 1:1 mentoring arrangements
25. Manage the supervision of pupils not working to the timetable
26. Positively challenge and motivate learners, promote and reinforce self-esteem
27. Set good example by own presentation, personal and professional conduct
What we can offer:
28. Support and guidance from highly experienced senior leaders.
29. A clear vision.
30. Weekly supervision meetings.
31. Clear roles and responsibilities.
32. Specialist training.
33. A team approach consisting of 3-4 staff whose job will solely be responsible for supporting the social, emotional, mental health and well-being of pupils.
34. A specified room- the team will be based in the well-being room.
35. Resources needed to support pupils in order to make an impact
36. The opportunities to make a difference
Continuing professional development expectations:
37. To take part in the school’s staff development programme by participating in arrangements for further training and professional development.
38. To engage in one or more of the following: Trauma Informed Training, Functional Behaviour Analysis, Team Teach trainer, Mental Health First Aid, ELSA, PELICAN, Pathological Demand Avoidance, Positive Behaviour Support, Theraplay (any other others deemed appropriate)
39. To continue personal development in relevant areas including subject knowledge and teaching methods as determined by senior leadership
40. To achieve any performance criteria or targets related to the management post arising from the School’s Performance Management arrangements.
41. To engage in the Performance Management Review process.
42. Undergo regular observations and participate in regular in-service training (INSET) as part of continuing professional development.
43. Maintain any relevant memberships to professional bodies, commensurate with the job role
Skills and abilities required:
44. Good people skills enable you to assist with liaison between pupils, families or/and other agencies.
45. Ability to engage constructively with, and relate to, a wide range of young people with different social and cultural backgrounds.
46. Strong behaviour leadership and management skills with an ability to diffuse difficult situations and find constructive ways forward with a focus on removing obstacles to learning.
47. A forward thinking nurturing approach with the ability to implement PACE.
48. Excellent presentation and communication skills; able to motivate and convey information effectively to pupils, parents and colleagues
49. Ability to analyse data and produce detailed reports
50. Ability to communicate clearly, both verbally and in writing, to a range of audiences
51. Able to work constructively as part of a team
52. Able to professionally and respectfully challenge and support colleagues to improve their practice
53. Ability to accept challenge and constructive criticism with professionalism.
54. Able to assess needs of individuals and groups to inform planning
55. Able to analyse data to assess needs, develop action plans and report on pupil behaviour and well-being
56. A commitment to inclusive education and a determination to meet to the needs of individual learners with Additional Learning Needs
57. A positive and resilient attitude to the changing demands of a special school
58. Ambitious about raising standards for all pupils: high standards, equality of opportunity and continuous improvement
59. Commitment to the safeguarding and welfare of all pupils
60. Fully committed to the ethos of the school in all work
61. Competence with ICT/digital skills
62. Ability to work collaboratively with others
63. Ability to plan, support and evaluate target setting
64. Ability to manage own time and task
65. Practical and theoretical knowledge of behaviour management and well-being.
66. Ability to deal directly with challenging behaviours and to promote good relationships and positive behaviour and regulation
67. Ability to produce careful, accurate, positive and well written reports, policies, guidance, letters and memos.
Personal attributes:
68. Commitment to meeting the needs of our pupils and their families
69. Taking and accepting directions from others
70. Ability to work sensitively with a variety of people and stakeholders
71. Ability to reflect on own practice and learn from experiences
72. Reliability, integrity & creativity in problem solving and a willingness to try new approaches
73. Self-motivated and able to work unsupervised
74. Able to quickly engage and build appropriate relationships with pupils
75. High levels of emotional literacy
76. Flexible with the ability, determination and commitment to work collaboratively
77. Excellent work ethic
78. Flexible, able to respond quickly to changes and think on your feet
79. A commitment to inclusive education and a determination to meet the needs of individual pupils
80. Ability to offer constructive feedback sensitively
81. Has a clear understanding of safeguarding
82. Take and accept directions from others
83. Able to challenge practices that do not support the school vision
84. A positive and resilient attitude to the changing demands of the school
85. Ambitious about raising standards for all pupils
86. Genuine commitment to the ethos and work at Ysgol Penmaes
This position has a requirement for an Enhanced DBS Check