Class Teacher​/Support Staff Manager

Accountabilities

• Assume whole class responsibility for teaching and supporting learning, as directed by the teacher
• Use specialist skills to support pupils, fostering independence
• Assist with Individual Education Plans (IEPs)
• Work with the teacher to create an appropriate learning environment
• Work with the teacher in lesson planning, adjusting plans as appropriate
• Evaluate pupils’ responses to activities through planned observation
• At whole class level, contribute to and implement curriculum programmes
• Establish constructive relationships with agencies and school
• Supervise pupils on school trips/out of school activities
• Provide training to staff as appropriate in area strengths and expertise
• Some limited supervisory responsibilities
• Maintain awareness of school, national and statutory policies and requirements and apply equality/health and safety/sustainability principles in the workplace

• A level 1 HLTA, whilst working under the general direction of the teacher, will work unsupervised and implement lesson plans, deal with pupil behaviour and make judgments about pupil progress/needs without reference to the teacher.
• A level 1 HLTA, due to training and expertise, will normally carry a specific specialist responsibility (e.g. speech therapy) and support and develop other staff in the school when help is needed in this area.

• Role dimensions vary according to the experience of the HLTA.
• A level 1 HLTA, if they hold a specialist qualification, will guide teaching staff in this area and will also brief and support new staff (including teachers) on the stage of development of pupils.
• Written reports required from HLTAs are detailed and complicated especially if they are addressing complicated pupil needs.
• A level 1 HLTA undertakes whole class supervision in the absence of the class teacher as required and according to the needs of the school.
• Include size of school and number on roll.

• Internal (in school) – frequent contact with pupils to support learning and meet wider needs, other colleagues, teachers, headteacher, members of the governing body.
• External (outside school) – parents/guardians/carers, Education Psychologist, Education Welfare Officer, other LEA specialist colleagues, outside contractors, specialist groups on educational visits, students.

• School and classroom based learning environment (sometimes significantly constrained in terms of space, equipment and seating) – responsibility for maintaining calm with the teacher.
• External working on trips, educational visits, and, in the case of some special schools, home/school liaison visits.
• Manual handling responsibilities.
• Skilled in restraint techniques for dealing with difficult children.
• Expected to maintain behaviour management standards of children, some of whom can be especially challenging, difficult and sometimes violent, and deal with racial/abusive language and bullying.
• Health and safety responsibility for self, children and area which is particularly demanding in a child‑centred environment.
• In special schools, undertake personal/intimate medical work for children with special needs.
• Independent working, under the professional direction of a teacher, with whole classes and groups of children.
• Inputting to and, where appropriate, leading on professional development of school staff during in‑service activity.
• Recognised for expertise in school and, possibly, more widely in LEA.
• Mentoring of other HLTAs/learning support staff.
• Support for the induction of other staff in the school including, in appropriate circumstances, teaching staff.
• Able, under the overall direction of the teacher, to take responsibility for meetings with external contacts.
• Training in the relevant strategies (e.g. literacy, dyslexia, ICT, mathematics, English, CACHE, SCIP, PECS, ASD and manual handling) may be essential requirements in special schools.
• Ability to self‑evaluate learning needs and actively seek learning opportunities.

• Empathy with pupils and sympathetic to their needs.
• Meet Higher Level Teaching Assistant standards.
• NVQ3 for Teaching Assistants or equivalent qualification or experience.
• Excellen…