Level Teaching Assistant

To complement the professional work of teachers by taking responsibility for agreed learning activities under an agreed system of supervision. This may involve planning, preparing and delivering learning activities for the students and monitoring students and assessing, recording and reporting on students’ achievement, progress and development. Expertise and experience around complex communication needs is essential

Learning activities may take place in a variety of locations dependent upon the needs of the students within the provision and include school, community and home settings. Learning activities may include working in partnership with parents and other agencies to achieve learning objectives for the student and may also include advising and assisting parents/carers to effectively manage behaviours that impact on learning and progress.

• Responsible to the line manager, but is expected to seek guidance from appropriate sources.

• To make decisions using initiative where appropriate within established working practices. The post holder will be expected to use good common sense and initiative in all matters relating to:
• the conduct and behaviour of individuals, groups of pupils and whole classes
• the correct use and care of materials by individual and small groups of pupils
• the safety, mobility and hygiene and well-being of the pupils

• To maintain the confidential nature of information relating to the schools, its pupils, parents and carers
• To be responsible for the care of all equipment and materials, within the classroom/designated area of the school in conjunction with other members of staff
• To be responsible for the care of all equipment and materials used in the home and community settings with students and their families.
• The provision, use and storage of equipment and materials prepared by the post holder and used by the children with whom the post holder is working

• Carry out observations in order to assess student needs and contribute to target setting, progression and tracking. Use this information to contribute to multi‑agency plans including EHC plans. [Assess the needs of students and use detailed knowledge and specialist skills to support students’ learning
• Using a range of strategies and approaches to establish productive working relationships with students, acting as a role model and setting high expectations in order to remove barriers to learning for students
• Promote the inclusion and acceptance of all students within the classroom and community settings
• Encourage students to interact and work cooperatively with others and engage all students in activities, whilst respecting the range of learning needs of all students
• Promote independence and employ strategies to recognise and reward achievement of self‑reliance
• Provide feedback to students in relation to progress and achievement
• Provide objective and accurate feedback to inform progress and review meetings
• Support the learning, social, emotional and personal care needs of individual students in accordance with racial, cultural, religious linguistic and dietary needs

• Organise and manage appropriate learning environment and resources
• Provide objective and accurate feedback and reports as required on student achievement, progress and other matters, ensuring the availability of appropriate evidence
• Record progress and achievement in lessons/activities systematically and providing evidence of range and level of progress and attainment
• Work within an established discipline policy to anticipate and manage behaviour constructively, promoting self‑control and independence
• Production of lesson plans, worksheet, plans etc
• Within an agreed system of supervision, plan challenging teaching and learning objectives to evaluate and adjust lessons/work plans as appropriate
• To plan and deliver lessons to cover PPA for Class Teachers.

• Develop, deliver and evaluate a curriculum to support the development of Students personalised outcomes
• Using…