SEND Teaching Assistant
| Dyddiad hysbysebu: | 09 Hydref 2025 |
|---|---|
| Oriau: | Llawn Amser |
| Dyddiad cau: | 08 Tachwedd 2025 |
| Lleoliad: | Cobbett Road, Twickenham, TW2 6EN |
| Gweithio o bell: | Ar y safle yn unig |
| Cwmni: | Way2Work |
| Math o swydd: | Prentisiaeth |
| Cyfeirnod swydd: |
Crynodeb
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.
● 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.