HLTA, Elementary School, Education ​/ Teaching

Overview

Higher Level Teaching Assistant Recruitment Pack

2025/2026

Together, stronger

Role Description, Key Responsibilities, Person Specification, Why Haberdashers? etc.

We are looking to appoint outstanding candidates to join our primary team. This is a superb opportunity for a committed and enthusiastic Higher Level Teaching Assistant to work with children and to support in the classroom. All applicants should ideally have some class-based experience. Those applying for the HLTA position should have previous experience of working with primary-aged children. This experience may have been gained within a mainstream education, in a specialist provision or maybe outside of education.

We offer successful applicants the opportunity to work as part of a friendly and multi-disciplinary team.

Staff Development:
Our staff are important to us. We know that without great staff, our children will not be as successful. Therefore, Professional Learning is key to our success. As a new employee within the Trust, you will be supported by the Senior Directors of People and Professional Learning, alongside your line manager to realise your full potential.

"Our People Strategy is key to our success and integral to this is our commitment to equity, equality, diversity, and inclusion. Bringing this to life is the responsibility of every member of staff. We take seriously any behaviour which undermines it. Anyone applying to work with us, should share this commitment."

London Living Wage:
We are proud to be a London Living Wage employer.

Job Title:

Higher Level Teaching Assistant | Contract Type:
Permanent | Salary: £28,074 - £29,962 (S17-S20) | School/Service:
Haberdashers’ Hatcham Primary |

Location:

Hunsdon Road, SE14 5RD
| Hours per week: 35 hours, 5 days a week, 42.9 weeks | Accountable to:
Early Years Lead

• Improving pupil achievement and progress — take responsibility for pupils’ progress and attainment; track progress against targets; provide intervention where appropriate; analyse performance and adapt provision; support pupils’ learning; establish productive relationships; maintain high expectations.
• Improving the quality of teaching and learning — organise learning environment and resources; plan and adjust lessons; monitor responses; provide feedback and evidence; manage behaviour; involve parents and contribute to/lead meetings; administer tests and invigilate exams.
• Improving the quality of the curriculum — deliver activities within supervision; use ICT to support learning; prepare resources; deliver out-of-class learning activities; identify and execute external learning opportunities.
• 1:1 Support — provide tailored support for named pupils; promote positive behaviour; liaise with teachers, health and education professionals, parents and volunteers; assist with lesson planning and differentiation; administer routine tests and invigilate.
• Additional Duties — regular break and lunch duties; lead a club; participate in ongoing professional development; maintain equipment and resources; support safeguarding policies; attend team meetings; work cross-phase as needed.

Essential Criteria

• A* - C grade in English and Maths at GCSE or equivalent
• TA qualification or equivalent
• Experience of working with children of relevant age (advantageous)
• Excellent degree (minimum 2.1)

Desirable Criteria

• Experience of working with children with SEND
• Experience with ASD/ADHD/Attachment difficulties
• Understanding of behaviour as communication; ability to support with positive relationships and routines
• Ability to relate well to children and adults; ICT to record progress
• Ability to plan actions for pupils at risk of underachieving
• Interest in working within a Multi-Academy Trust setting; ability to teach German or French at Primary level

• Commitment to the Trust ethos, equality, and inclusion
• Clear vision, resilience, high standards of behaviour and achievement
• Strong interpersonal and communication skills; ability to engage with diverse stakeholders
• Collaborative working mindset; safeguarding commitment
• Willingness to work cross-phase and to participate in…