Level Teaching Assistant

Higher Level Teaching Assistant – Quay View School

Location:

Bere Alston, Plymouth, United Kingdom

Quay View School is recruiting for a Higher Level Teaching Assistant (HLTA) to join our education team. We are looking for versatile, resilient and committed Teaching Assistants, who can adapt their practice wherever necessary to support across all key stages. There is a free minibus available from Plymouth to the school (and return).

Quay View School (located in Bere Alston) specialises in providing education for children and young people aged 7‑19 with autism (ASD) and social, emotional, mental health (SEMH) related conditions, including trauma and attachment. The safeguarding and wellbeing of our students is paramount; along with encouragement to achieve their full potential.

• Work collaboratively with teachers, adapting and implementing effective strategies to support learning across the curriculum, ensuring progress for all students.
• Lead small group or one‑to‑one interventions based on the specific needs of students, contributing to raising academic achievement and supporting personal development.
• Collaborate with education and wellbeing teams, taking a proactive role in supporting students’ emotional regulation and engagement, using personalised approaches.
• Maintain positive relationships with students, acting as a role model, and responding to individual needs with empathy and professionalism, fostering a positive learning environment.
• Be an emotionally available adult, providing consistent, compassionate support for children and young people with a range of Special Educational Needs (SEN).
• Take responsibility for the planning, delivery, and assessment of interventions, demonstrating an understanding of the broader educational goals and tracking student progress.
• Support the professional development of other staff members, by sharing expertise and mentoring Teaching Assistants as needed.

• Leading the safety and welfare of students, ensuring a safe and supportive environment for learning and development.
• Supporting and enhancing teaching and learning by adapting strategies, resources, and activities to meet the diverse needs of students across the curriculum.
• Taking a proactive role in supporting students to engage and re‑engage in their learning, using targeted interventions and adjusting approaches as needed to maximise student progress.
• Designing and implementing strategies and activities that support students in regulating their emotions, promoting self‑control and positive behaviour.
• Supporting the holistic development of students, contributing to their emotional, social, and academic growth by using a well‑rounded approach to intervention and support.
• Taking responsibility for tracking and assessing student progress, particularly in areas where interventions have been implemented, and adjusting approaches as necessary.

• Exclusive access to reward and discount scheme.
• Comprehensive induction.
• Blue Light Card.
• Commitment to your ongoing training and career progression.
• Paid for enhanced DBS.
• Wellbeing support.
• Cycle to work scheme and more.

• Proven experience working with children and young people who have social/emotional difficulties and/or challenging behaviour, with a strong understanding of how to apply strategies for behaviour management and emotional regulation.
• Ability to tailor and lead support for individual students, ensuring that interventions are personalised and effective in supporting both academic progress and emotional wellbeing.
• Strong communication skills, both verbal and written, with the ability to communicate complex information clearly to students, teachers, and parents. Competence in using ICT tools for communication and tracking progress.
• Demonstrates advanced emotional availability and resilience, with the ability to support students through challenging situations while maintaining emotional professionalism.
• Ability to remain calm under pressure, demonstrating excellent problem‑solving skills and composure in high‑stress situations.
• Experience in leading individual/small group interventions and mentoring others, with the capacity to…