1. Set high expectations which inspire, motivate and challenge pupils by: ● Maintaining high expectations in all aspects of work ● Challenging and supporting pupils of all backgrounds and needs ● Supporting the class teacher to create a safe, stimulating and well-organised learning environment demonstrating care and respect. 2. Promote good progress and outcomes for pupils by: ● contributing to the attainment, progress and outcomes of all pupils including those with SEND ● Knowing pupils’ capabilities and prior knowledge and planning individual or small group teaching that builds on these ● Demonstrating an awareness of the next steps in individual pupils’ learning. 3. Demonstrate good curriculum knowledge and understanding of SEND by: ● Having an understanding of the core areas of the primary curriculum, particularly English (including phonics) and maths ● Demonstrating an understanding of how children make progress in reading ● Demonstrating an understanding of a range of SEND and being willing to expand this to meet the needs of all children supported. 4. Where required, plan and deliver well-structured support sessions, within the classroom and outside of the classroom which: ● Consistently meet the school’s high expectations ● Demonstrate a clear understanding of the needs of pupils with special educational needs and disabilities are well-resourced, appropriate to sessions delivered/supported. 5. Make accurate and productive use of assessment by: ● Making accurate notes about a child’s progress within a session ● Liaising closely with the Class Teacher and Inclusion Manager about the steps of progress a child has made ● Preparing and keeping updated case studies on individual children, if required ● Using the SEND Support Plan to guide and inform, and keeping this up to date ● Contributing to Annual Reviews, providing written evidence of progress, where required. 6. Manage behaviour effectively to ensure a good and safe learning environment by: ● Taking account of the individual needs of the children and how these impact on their behaviour ● Being willing to adapt the behaviour policy to meet individual needs ● Promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy. 7. Fulfil wider professional responsibilities by: ● Making a consistently positive contribution to the wider life and ethos of the school taking responsibility for improving own performance through appropriate ● Professional development, responding to advice and feedback from colleagues ● Communicating effectively with other staff and with parents, when required with regard to pupils’ achievements and well-being ● Communicating effectively with external agencies (including EPS and SaLT) and changing practice according to advice offered. 8. Exhibiting leadership behaviours by: ● Consistently demonstrating a positive and optimistic approach. ● Completing tasks set within the given time frame. ● Modelling a problem solving approach to quickly resolve difficulties. ● Maintaining good relationships with all members of the school community, based on mutual respect.