Overview
To contribute to the provision for students within a faculty or Phase. To contribute to the raising of the achievement of Additional Educational Needs (AEN) students and support them in making expected or better progress. To provide cover for absent teachers. To promote and safeguard the welfare of children you come into contact with.
1. Strategic Development and Academy Development
* Responsible, as a member of staff, for promoting and developing a positive culture and to ensure diversity within the Academy community is recognised and respected
* Raise student achievement by developing outstanding practice in liaison with the class teacher
* Contribute to the development of the Academy's vision, values, and aims and to abide by agreed professional behaviours and attitudes
2. Curriculum activities
* Work closely with the assistant SENCO, LSAs, and class teachers to ensure high quality support is given to AEN students in a designated faculty
* Liaise with faculty staff regarding issues affecting students with AEN and production of resources to support learning, assessment, and revision
* Be a lead professional in supporting students with AEN and participate in the training and induction of LSAs
* Keep records of student progress and intervention work
* Assist with the review of Student Support plans, EHCP and PSPs as required
* Support students with Access Arrangements in Academy and public examinations tests as required
* Provide cover for absent teachers in the designated faculty area or phase and in other areas of the Academy if required
3. Student Well-being
* Build and maintain close and secure relationships with students, ensuring that their care, health and well-being are always promoted
* Provide minor first aid treatment. Following appropriate training, assist students with feeding or breathing difficulties, epileptic seizures, diabetes, or other immediate physical needs
* Support the induction process for children and families, which may include home visits with another member of staff as required
* Assist in the physical management of individual students
* Work with individual and groups of students to encourage them to achieve greater independence and self-confidence
* Assist with lunchtime clubs in the Inclusion area
* Look after children who are upset or have had accidents
* Help with escorting students on educational visits and participate in extra-curricular activities as required
* Develop positive partnerships with parents and carers
4. Key Person Role (where appropriate to Phase)
* Be the Key Person for an assigned group of children
* Keep observational records of key children and use them to inform planning and maintain a record of the child's day. Share with parents and other practitioners within the setting as appropriate
* Be responsible for monitoring and reporting to parents on the progress of key children, under the direction of a class teacher
5. General
* Attend training including the Academy's Training Days
* Attend team meetings
* Carry out routine administrative tasks
* Participate in the Academy's Performance Management process, act in line with policies, processes, and procedures related to statutory frameworks and non-statutory guidance, including safeguarding, implementing the setting's behaviour policy
* Establish a safe, stimulating and nurturing environment for learners
* Establish nurturing, effective working relationships with learners, parents or carers and stakeholders
* Demonstrate understanding of equality and diversity and sustainable development
* Undertake dynamic risk assessment of the learning environment
* Respond to and mitigate potential hazards that may adversely affect a learning environment
* Contribute to the planning of learning and assessment activities
* Apply teaching strategies to advance learning, for example scaffolding
* Select and use safely, appropriate equipment and resources to advance learning
* Apply an appropriate range of assessment methods, including formative, summative and individual needs-based assessments
* Analyse assessment outcomes to inform reporting and future planning
* Provide ongoing feedback to learners and support them to respond to feedback
* Record and report information related to learners' progress to a range of stakeholders
* Collaborate with colleagues and other professionals
* Advocate for and champion the needs of learners
* Use a range of research to critically evaluate teaching and assessment approaches and practices
* Critically evaluate a variety of teaching and assessment methods depending on the learning environments and learners' needs
* Improve own practice by undertaking continuous self-reflection including seeking and responding to feedback from varied sources
* Update and maintain their own knowledge and skills as part of managing their own continuing professional development
* Communicate information and analysis in a variety of forms to reflect the needs of the audience, for example by providing appropriate advice and guidance to parents or carers
* Support the development of effective practices in others, for example through mentoring and coaching colleagues
* Identify, action, and challenge issues and undertake difficult conversations where appropriate
* Recognise signs of vulnerability in self or colleagues and the appropriate actions required to minimise risks to professional well-being
* Implement strategies to support the social and emotional well-being of learners
* Select and use technologies safely and effectively to promote learning
* Prioritise and manage own workload, for example recognising the importance of capacity
* Implement national and local SEND policy, practices, processes, and procedures
* Apply approaches to the assessment and early identification of SEND
* Apply strategies to adapt provision and practices to support learners with SEND
* Implement national and local policies, practices, processes, and procedures related to social and emotional well-being
* Identify and signpost learners in need of social and emotional well-being intervention
* Apply strategies to support the social and emotional well-being of learners
* Implement national and local policies, practices, processes, and procedures related to the specific curriculum provision
* Adapt planning and assessment to support learning and progress in the specific area of curriculum provision
* Support colleagues by advocating for the specific curriculum provision
* Act in line with policies, processes, and procedures related to statutory frameworks and non-statutory guidance, including safeguarding, implementing the setting's behaviour policy
* Establish a safe, stimulating and nurturing environment for learners
* Establish nurturing, effective working relationships with learners, parents or carers and stakeholders
* Demonstrate understanding of equality and diversity and sustainable development
* Undertake dynamic risk assessment of the learning environment
* Respond to and mitigate potential hazards that may adversely affect a learning environment
* Contribute to the planning of learning and assessment activities
* Apply teaching strategies to advance learning, for example scaffolding
* Select and use safely, appropriate equipment and resources to advance learning
* Apply an appropriate range of assessment methods, including formative, summative and individual needs-based assessments
* Analyse assessment outcomes to inform reporting and future planning
* Provide ongoing feedback to learners and support them to respond to feedback
* Record and report information related to learners' progress to a range of stakeholders
* Collaborate with colleagues and other professionals
* Advocate for and champion the needs of learners
* Use a range of research to critically evaluate teaching and assessment approaches and practices
* Critically evaluate a variety of teaching and assessment methods depending on the learning environments and learners' needs
* Improve own practice by undertaking continuous self-reflection including seeking and responding to feedback from varied sources
* Update and maintain their own knowledge and skills as part of managing their own continuing professional development
* Communicate information and analysis in a variety of forms to reflect the needs of the audience, for example by providing appropriate advice and guidance to parents or carers
* Support the development of effective practices in others, for example through mentoring and coaching colleagues
* Identify, action, and challenge issues and undertake difficult conversations where appropriate
* Recognise signs of vulnerability in self or colleagues and the appropriate actions required to minimise risks to professional well-being
* Implement strategies to support the social and emotional well-being of learners
* Select and use technologies safely and effectively to promote learning
* Prioritise and manage own workload, for example recognising the importance of capacity
* Implement national and local SEND policy, practices, processes, and procedures
* Apply approaches to the assessment and early identification of SEND
* Apply strategies to adapt provision and practices to support learners with SEND
* Implement national and local policies, practices, processes, and procedures related to social and emotional well-being
* Identify and signpost learners in need of social and emotional well-being intervention
* Apply strategies to support the social and emotional well-being of learners
* Implement national and local policies, practices, processes, and procedures related to the specific curriculum provision
* Adapt planning and assessment to support learning and progress in the specific area of curriculum provision
* Support colleagues by advocating for the specific curriculum provision
* Act in line with policies, processes, and procedures related to statutory frameworks and non-statutory guidance, including safeguarding, implementing the setting's behaviour policy
* Establish a safe, stimulating and nurturing environment for learners
* Establish nurturing, effective working relationships with learners, parents or carers and stakeholders
* Demonstrate understanding of equality and diversity and sustainable development
* Undertake dynamic risk assessment of the learning environment
* Respond to and mitigate potential hazards that may adversely affect a learning environment
* Contribute to the planning of learning and assessment activities
* Apply teaching strategies to advance learning, for example scaffolding
* Select and use safely, appropriate equipment and resources to advance learning
* Apply an appropriate range of assessment methods, including formative, summative and individual needs-based assessments
* Analyse assessment outcomes to inform reporting and future planning
* Provide ongoing feedback to learners and support them to respond to feedback
* Record and report information related to learners' progress to a range of stakeholders
* Collaborate with colleagues and other professionals
* Advocate for and champion the needs of learners
* Use a range of research to critically evaluate teaching and assessment approaches and practices
* Critically evaluate a variety of teaching and assessment methods depending on the learning environments and learners' needs
* Improve own practice by undertaking continuous self-reflection including seeking and responding to feedback from varied sources
* Update and maintain their own knowledge and skills as part of managing their own continuing professional development
* Communicate information and analysis in a variety of forms to reflect the needs of the audience, for example by providing appropriate advice and guidance to parents or carers
* Support the development of effective practices in others, for example through mentoring and coaching colleagues
* Identify, action, and challenge issues and undertake difficult conversations where appropriate
* Recognise signs of vulnerability in self or colleagues and the appropriate actions required to minimise risks to professional well-being
* Implement strategies to support the social and emotional well-being of learners
* Select and use technologies safely and effectively to promote learning
* Prioritise and manage own workload, for example recognising the importance of capacity
* Implement national and local SEND policy, practices, processes, and procedures
* Apply approaches to the assessment and early identification of SEND
* Apply strategies to adapt provision and practices to support learners with SEND
* Implement national and local policies, practices, processes, and procedures related to social and emotional well-being
* Identify and signpost learners in need of social and emotional well-being intervention
* Apply strategies to support the social and emotional well-being of learners
* Implement national and local policies, practices, processes, and procedures related to the specific curriculum provision
* Adapt planning and assessment to support learning and progress in the specific area of curriculum provision
* Support colleagues by advocating for the specific curriculum provision
* Act in line with policies, processes, and procedures related to statutory frameworks and non-statutory guidance, including safeguarding, implementing the setting's behaviour policy
* Establish a safe, stimulating and nurturing environment for learners
* Establish nurturing, effective working relationships with learners, parents or carers and stakeholders
* Demonstrate understanding of equality and diversity and sustainable development
* Undertake dynamic risk assessment of the learning environment
* Respond to and mitigate potential hazards that may adversely affect a learning environment
* Contribute to the planning of learning and assessment activities
* Apply teaching strategies to advance learning, for example scaffolding
* Select and use safely, appropriate equipment and resources to advance learning
* Apply an appropriate range of assessment methods, including formative, summative and individual needs-based assessments
* Analyse assessment outcomes to inform reporting and future planning
* Provide ongoing feedback to learners and support them to respond to feedback
* Record and report information related to learners' progress to a range of stakeholders
* Collaborate with colleagues and other professionals
* Advocate for and champion the needs of learners
* Use a range of research to critically evaluate teaching and assessment approaches and practices
* Critically evaluate a variety of teaching and assessment methods depending on the learning environments and learners' needs
* Improve own practice by undertaking continuous self-reflection including seeking and responding to feedback from varied sources
* Update and maintain their own knowledge and skills as part of managing their own continuing professional development
* Communicate information and analysis in a variety of forms to reflect the needs of the audience, for example by providing appropriate advice and guidance to parents or carers
* Support the development of effective practices in others, for example through mentoring and coaching colleagues
* Identify, action, and challenge issues and undertake difficult conversations where appropriate
* Recognise signs of vulnerability in self or colleagues and the appropriate actions required to minimise risks to professional well-being
* Implement strategies to support the social and emotional well-being of learners
* Select and use technologies safely and effectively to promote learning
* Prioritise and manage own workload, for example recognising the importance of capacity
* Implement national and local SEND policy, practices, processes, and procedures
* Apply approaches to the assessment and early identification of SEND
* Apply strategies to adapt provision and practices to support learners with SEND
* Implement national and local policies, practices, processes, and procedures related to social and emotional well-being
* Identify and signpost learners in need of social and emotional well-being intervention
* Apply strategies to support the social and emotional well-being of learners
* Implement national and local policies, practices, processes, and procedures related to the specific curriculum provision
* Adapt planning and assessment to support learning and progress in the specific area of curriculum provision
* Support colleagues by advocating for the specific curriculum provision
* Act in line with policies, processes, and procedures related to statutory frameworks and non-statutory guidance, including safeguarding, implementing the setting's behaviour policy
* Training note: You will work towards your Level 5 Specialist Teaching Assistant qualification across a total duration of 18 months
* Training provider: LMP Group: https://lmp-group.co.uk/
* All online/remote learning, no classroom or college day release
* An allocated tutor will support you throughout the apprenticeship
* The Level 5 Specialist Teaching Assistant Apprenticeship programme provides a comprehensive level of knowledge and skills to support Teaching Assistants progress their career and specialise in a certain area
* You will support the education of learners by providing specialist support
* You will plan, implement, and adapt activities in order to advance learning
* You will develop a critical understanding of their specialist area
* You will establish relationships with learners, families, other professionals and external agencies
* You will evaluate learning and assessment activities and support the training and development of others within their specialist area
* On this programme there are 14 core duties and 6 specialist duties. You will need to decide on your specialist pathway at the beginning of the programme
* GCSE in: English (grade 4); Maths (grade 4)
* A Level in: Teaching Assistant (Level 3) (grade Pass)
* Share if you have other relevant qualifications and industry experience. The apprenticeship can be adjusted to reflect what you already know.
* Skills: Communication, IT, Attention to detail, Organisation, Problem solving, Administrative skills, Team working, Creative, Initiative, Non-judgemental, Patience
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