Job Overview

La Passerelle school is seeking to appoint two Senior Teaching Assistants to be part of our therapeutic provision supporting young people with a range of Social Emotional Mental Health (SEMH) needs.

La Passerelle School is a thriving school that puts safeguarding, well-being and the personal development of our pupils at the heart of everything we do. As an SEMH school, we are dedicated to creating a nurturing and supportive environment where our pupils can flourish academically and personally. Our school community is built on a foundation of strong values, a commitment to excellence, and a deep understanding of the unique needs of our pupils. This role provides an excellent opportunity to develop your skills and contribute to the ongoing success of our school.

Previous school experience is essential for this role with the ability to be flexible to work across the Primary phase, Secondary phase and Alternative Provision. The successful candidates will be committed to an inclusive education and have experience supporting children with a range of needs.

A full, clean, driving licence would be a preferred skill to support with student lifts and offsite activities.

This position is Grade 7, 32.5 hours per week, term time only and the annual salary will be adjusted to reflect this.

For further information regarding the post and to arrange a visit, please contact Dana Scandrett, School Business Manager, Email: d.scandrett@lasente.sch.je or Telephone: 01534 872840

Job Purpose

To provide the teaching staff with appropriate support by taking responsibility for agreed learning activities under an agreed system of supervision. This may involve planning, preparing and delivering learning activities for individuals / groups or short term for whole classes. Monitor students and assess record and report on student's achievement, progress and development.

Be responsible for the supervision and development of a specialist area within the school and / or management of other teaching assistants / key workers including allocation, monitoring and training.

Can be required to supervise and teach students in small groups or in 1:1 situations in liasion with teachers.

To encourage children  to treat each other with respect and to follow the school's behaviour policy at all times.

Job Specific Outcomes 1 of 2

• Contribute to the management of a team of teaching assistants / key workers within a specialist area in school to effectively deploy resources as required.
• Contribute to the recruitment, training, development and induction of key workers / teaching assistants as required by the school ENCO
• Plan and implement agreed work programmes / practical lessons under the general guidance of the teacher to whom assigned. Observe and monitor the development of specific students, recording appropriately and applying this knowledge future planning.
• Feedback to the team on the progress and behaviour of the individual group or pupil within the special needs area. Attend and report at annual reviews, monitor development of specific students on courses including feedback to other teaching assistants on progress and learning intentions.
• Supervise and provide particular support for students including those with special needs ensuring the safety and access to learning activities in line with the curriculum.
• Monitor and evaluate students responses to learning activities through planned observation and recording of achievements against pre-determined targets.
• To advise class teachers and teaching assistants on approaches and strategies to use with students in a special needs area.
• Deliver 1:1 support session to pre-teach and reinforce teacher delivered sessions

Job Specific Outcomes 2 of 2

• Supervise whole classes occasionally during short term absence of teachers. The primary focus will be to maintain good order and to keep students on task. This can include cover, supervision and specified work in order to assist or support the work of a qualified teacher.
• Manage and develop student's literacy / numeracy throughout different key stages.
• Administer relevant assessments and be responsible for keeping and updating records in the agreed format with a teacher, contributing to reviews of systems / records as requested. Be responsible for target setting.
• To assist in the invigilation of public examinations in particular supporting SEN students.
• Accompany teaching staff on visits, trips and out of school activities where appropriate. Transporting and supporting physically disabled and special needs students where necesaary.
• Attend to the students personal needs, and implement related personal programmes, including social and emotional wellbeing, health, hygiene and welfare matters. Care for sick, distressed and injured children, carrying out necessary first aid and take appropriate follow up action as necessary and within school policy. Contribute to specific reports when requested from external agencies i.e. specifically consultants, GPs and parents on students with medical problems.
• To raise SEN awareness strategies within the school environment eg deaf awareness and autism awareness.
• Take lead responsibility for the coordination of a school activity.
• Be aware of and comply with policies and procedures relating to child protection, health and safety and security, confidentiality and data protection. Share information about pupils with other staff, parents, carers, internal and external agencies, as appropriate. Report all concerns to an appropriate person.

Qualifications

Essential

• Numeracy and Literacy skills equivalent to Level 3
• NVQ level 3 or equivalent in childcare, or diploma in childcare Education at Level 3
• Appropriate First Aid qualification

Desirable

• Specific key training in ACE courses, BSL level 2, RNIB partners in learning

Knowledge

Essential

• Child Protection training
• Awareness of confidentiality and data protection principles
• Full working knowledge of relevant policies, codes of practice and awareness of relevant legislation

Technical Work Based Skills

Essential

• Training in the relevant strategies e.g. SEBD literacy and/or in particular curriculum or learning areas e.g. bilingual, sign language level 1, signed English, and signed supported English, Makaton, Spell 1 and 2, development matters and a commitment to further training relevant to this role.

General skills / attributes

Desirable

• The understanding of the range of support services, agencies, providers, and knowledge of their effective use.

Experience

Essential

• Experience of working with or caring for children of relevant age.
• Minimum of 2-3 years' experience of working with students.