Higher Level Teaching Assistant (HLTA)
| Dyddiad hysbysebu: | 05 Rhagfyr 2025 |
|---|---|
| Cyflog: | £26,500 bob blwyddyn |
| Oriau: | Llawn Amser |
| Dyddiad cau: | 04 Ionawr 2026 |
| Lleoliad: | Manchester, Greater Manchester |
| Gweithio o bell: | Ar y safle yn unig |
| Cwmni: | Fairfield |
| Math o swydd: | Parhaol |
| Cyfeirnod swydd: | Special needs teacher |
Crynodeb
To complement and support class teachers in the teaching of 1:1 or small groups of children, whilst progressing children in their learning.
To contribute to the development of other support staff through the appraisal process and to actively lead and develop members of the TA team, on a daily basis, to ensure that high standards of support for children are consistently maintained.
To effectively liaise with TAs, Heads of Year, teachers and external professionals. Excellent communication skills are required to ensure all staff work collaboratively and efficiently to help accelerate children’s progress to be the ‘best that they can be.’
To take a lead role in supporting a specific aspect of inclusion such as assessing children with SEN or acting as a Learning Mentor to children who need additional support. This role may be subject to change and will be agreed in conjunction with the SENDCo and Headteacher.
Key Responsibilities
Working with small groups of children or teaching of whole classes, under the direction of the class teacher.
Leading other support staff in ensuring high quality support for children on the Inclusion Register as well as other groups of children being supported in the classroom.
Reporting to the class teacher and SENDCo, creating a ‘joined up’ approach to the support of pupils with a variety of needs including learning, behavioural, communication, social, sensory or physical difficulties and medical needs.
Post holders will support the school to fulfil its responsibilities under the SEN Code of Practice.
Duties
Within an agreed framework, teach whole classes of children. Plan and prepare lessons with teachers, participating in all stages of the planning cycle, including lesson planning, evaluating and adjusting lesson plans.
Implement planned learning activities/teaching programmes as agreed with the teacher, adjusting activities according to pupils’ responses as appropriate.
Understand specific learning needs and styles and provide differentiated support to pupils individually and within a group
Establish positive relationships with pupils, implementing strategies to support them in their learning and following up and assessing the impact of this support.
With teachers, evaluate pupils’ progress through a range of assessment activities relating to attainment and progress.
To contribute to assessments of children, as directed by the class teacher/SENDCo, and provide reports, evaluations and other information to assist in the provision of appropriate support for specific children.
To take an active role in assessing and analysing progress data as well as participating in Pupil Progress Meetings and contributing to Learning plans APDR cycles.
To attend relevant, weekly staff meetings as well as INSET, agreed with SENDCo in advance.
Use behaviour management strategies, in line with the school’s policy and procedures, to contribute to a purposeful learning environment and encourage pupils to interact and work co-operatively with others.
Support the role of parents in pupils’ learning and contribute to meetings with parents to provide constructive feedback on student progress, achievement and behaviour, maintaining sensitivity and confidentiality at all times.
To support and guide other TAs’ work in the classroom and lead training for other teaching assistants. To act as ‘mentor’ to new or less experienced TAs.
Model good practice at all times whilst maintaining high levels of professional conduct.
Support and promote the use of ICT in the classroom and develop pupils’ competence and independence in its use
General
To understand and apply school policies in relation to health, safety and welfare
To respect confidentiality at all times
To take an active part in the school’s appraisal process, taking personal responsibility for identification of learning, development and training opportunities in discussion with line manager.
To comply with individual responsibilities, in accordance with the role, for health and safety in the workplace
Ensure that all duties and services provided are in accordance with the School’s Equal Opportunities Policy To follow the school’s Safeguarding Procedures and contribute to the safety of all children in the school.
PERSON SPECIFICATION
Education/Qualifications
NNEB or level 4 diploma in early years or primary setting.
Degree in relevant subject or HLTA qualification
Good maths and English skills
GCSE grade C+
Knowledge:
The theory and practice providing effectively for the individual needs of all children
(e.g. classroom organisation and learning strategies)
An understanding of working with SEND pupils
The monitoring, assessment recording and reporting of pupils’ progress
The statutory requirements of legislation concerning Equal Opportunities, Health & Safety, SEN and Child Protection.
Experience
Experience as a Teaching Assistant in Key Stage 2, 3 and 4
Work with outside agencies to support children
Previous experience as a Higher Level Teaching Assistant is desirable
Skills and Abilities
Ability to promote the school’s aims positively
Ability to develop good personal relationships within the team
Effective communication (both orally and in writing) to a variety of audiences
To contribute to the development of other support staff through the appraisal process and to actively lead and develop members of the TA team, on a daily basis, to ensure that high standards of support for children are consistently maintained.
To effectively liaise with TAs, Heads of Year, teachers and external professionals. Excellent communication skills are required to ensure all staff work collaboratively and efficiently to help accelerate children’s progress to be the ‘best that they can be.’
To take a lead role in supporting a specific aspect of inclusion such as assessing children with SEN or acting as a Learning Mentor to children who need additional support. This role may be subject to change and will be agreed in conjunction with the SENDCo and Headteacher.
Key Responsibilities
Working with small groups of children or teaching of whole classes, under the direction of the class teacher.
Leading other support staff in ensuring high quality support for children on the Inclusion Register as well as other groups of children being supported in the classroom.
Reporting to the class teacher and SENDCo, creating a ‘joined up’ approach to the support of pupils with a variety of needs including learning, behavioural, communication, social, sensory or physical difficulties and medical needs.
Post holders will support the school to fulfil its responsibilities under the SEN Code of Practice.
Duties
Within an agreed framework, teach whole classes of children. Plan and prepare lessons with teachers, participating in all stages of the planning cycle, including lesson planning, evaluating and adjusting lesson plans.
Implement planned learning activities/teaching programmes as agreed with the teacher, adjusting activities according to pupils’ responses as appropriate.
Understand specific learning needs and styles and provide differentiated support to pupils individually and within a group
Establish positive relationships with pupils, implementing strategies to support them in their learning and following up and assessing the impact of this support.
With teachers, evaluate pupils’ progress through a range of assessment activities relating to attainment and progress.
To contribute to assessments of children, as directed by the class teacher/SENDCo, and provide reports, evaluations and other information to assist in the provision of appropriate support for specific children.
To take an active role in assessing and analysing progress data as well as participating in Pupil Progress Meetings and contributing to Learning plans APDR cycles.
To attend relevant, weekly staff meetings as well as INSET, agreed with SENDCo in advance.
Use behaviour management strategies, in line with the school’s policy and procedures, to contribute to a purposeful learning environment and encourage pupils to interact and work co-operatively with others.
Support the role of parents in pupils’ learning and contribute to meetings with parents to provide constructive feedback on student progress, achievement and behaviour, maintaining sensitivity and confidentiality at all times.
To support and guide other TAs’ work in the classroom and lead training for other teaching assistants. To act as ‘mentor’ to new or less experienced TAs.
Model good practice at all times whilst maintaining high levels of professional conduct.
Support and promote the use of ICT in the classroom and develop pupils’ competence and independence in its use
General
To understand and apply school policies in relation to health, safety and welfare
To respect confidentiality at all times
To take an active part in the school’s appraisal process, taking personal responsibility for identification of learning, development and training opportunities in discussion with line manager.
To comply with individual responsibilities, in accordance with the role, for health and safety in the workplace
Ensure that all duties and services provided are in accordance with the School’s Equal Opportunities Policy To follow the school’s Safeguarding Procedures and contribute to the safety of all children in the school.
PERSON SPECIFICATION
Education/Qualifications
NNEB or level 4 diploma in early years or primary setting.
Degree in relevant subject or HLTA qualification
Good maths and English skills
GCSE grade C+
Knowledge:
The theory and practice providing effectively for the individual needs of all children
(e.g. classroom organisation and learning strategies)
An understanding of working with SEND pupils
The monitoring, assessment recording and reporting of pupils’ progress
The statutory requirements of legislation concerning Equal Opportunities, Health & Safety, SEN and Child Protection.
Experience
Experience as a Teaching Assistant in Key Stage 2, 3 and 4
Work with outside agencies to support children
Previous experience as a Higher Level Teaching Assistant is desirable
Skills and Abilities
Ability to promote the school’s aims positively
Ability to develop good personal relationships within the team
Effective communication (both orally and in writing) to a variety of audiences