Enquire Learning Trust Application Pack

Level 3 Teaching Assistant

Contents of the pack:

1. The Enquire Learning Trust Visions, Values and Mission2. The 8 Keys to Success3. The Academy4. Job Advert5. Job Description

The Enquire Learning Trust

We are a multi-academy trust currently responsible for over 26 academies in four clusters across the North of England; North East Lincolnshire, Hull, Manchester and Stockton-On-Tees.

We work in complete collaboration with each of our academies and place a strong emphasis on school-to-school support and learning. Our academies work in collaboration with one another, sharing both their talent and ideas with others, giving employees the opportunity to learn from individuals within our other academies.

We recognise that the most important assets we have are our employees, and for our academies to succeed we need to ensure we employ the very best people to every single role. Our core values and beliefs are consistent throughout all of our academies, and our keys to success are at the heart of everything we do.

Every role across the Trust is valued, appreciated and purposeful. We believe that the outcome of every role across the Trust should improve the education each of our learners receive. Whether teaching, support or leadership, every single role is vital to the success of our academies.

We also recognise that all of our academies are different, and we encourage individuality. Whilst we believe our academies should work together to support best practice and to share ideas, we don’t believe that implementing blanket priorities and objectives is pertinent to a successful academy, and encourages autonomy to academy leaders wherever possible.

Values

We believe that all learners can be powerful learners, given access to good learning experiences. We want children and the academies they attend to be confident, successful and ambitious.

We envisage a Trust where well-led, highly skilled and committed professionals collaborate, learn and innovate together to ensure that all academies are successful, and where all learners have access to effective and innovative provision that meets their needs and aspirations.

We want to add value to achievement and raise standards. We also want to change lives. We know that this requires our provision and our practice to be world class – because of the distance we have to travel, we understand that good will not be good enough and that we need to develop a shared appreciation of excellence and then strive to enact this every day.

We need to show that we take learning seriously and work together to create a vibrant culture in which this can happen. We know that it’s what we do that counts and that our thinking must be visible in classrooms if it is to have leverage. Children are at the forefront of all that we do and aspire to do. We need to take serious steps to engage them, to hear their voice in authentic ways and then to use their insight and expertise to develop radical pedagogies that taps into their passions and interests and use the potential of emergent technologies.

Keys to Success

We are a Multi Academy Trust that:

1. Understands need and identifies real and current priorities.We need to remain grounded in the real priorities that are identified by academy leaders and the Trust, because we can only expect schools to participate and actively engage if their real academy needs are met.

2. Creates opportunities for academy leaders and teachers.We need to constantly create opportunities for dialogue between the Trust, academy leaders and their peers, giving opportunity to enquire in to, and reflect upon the real priorities of each academy and explore opportunities for leadership teams to test out their judgements about where the school is and where the focus for improvement should be. We need to offer opportunities for collaborative support in co-designing the approaches each academy will take to achieve the improvements they aspire to.

3. Takes advantage of research evidenced nationally to improve our futures.Our approach needs to be based on the best research evidence that is available to us… because there is real wisdom in research and our children will learn most effectively if we are able to convert this wisdom into action and practice.

4. Ensures evidence informed improvement is at the heart of everything we do.To be continually exploring what the evidence base tells us about effective practice, utilising the outcomes of research to inform the decisions each academy makes about how to take practice and provision to another level. Ensuring our staff are given the opportunity to engage with research and explore what it means for their developing classroom practice.

5. Understands that only when adults learn to do things differently, will classroom practice improve.We must make professional learning and development an absolute priority, as if our adults are constantly learning and changing, so are our children. We are committed to creating high quality learning opportunities for all of our professionals – regardless of their role, with a reciprocal expectation that all of our professionals will embrace those opportunities to learn in ways that enhance the quality of what takes place in classrooms.

6. Unlocks the potential!We must emphasise the collaborative development and improvement, because the expertise locked away inside our classrooms has the potential to impact upon every learner. We need to create opportunities for reflection, learning and improvement. We need to de-privatise practice in ways that enable professionals in our classrooms to learn from one another, not only in their own academy but within the many schools across the Trust.

7. Nurtures great leaders and liberates them to transform the life chances of our children.We need to realise the potential of school-to-school support and leadership, utilising the outstanding leadership expertise that already exists within the Trust, and drawing upon that expertise to build leadership capacity within all of our academies.

8. Recognises that great learning is created by great teaching.Because when classroom practitioners grow, develop and thrive, so do our children. It is everyone’s responsibility to create the conditions for that to be great. Our employees are the key to our success, and as a Trust we must create the conditions for them to thrive.

The Academy

Hardwick Green Primary Academy is an exciting and dynamic place to work. We have an experienced and passionate leadership team, which is complimented by our dedicated and enthusiastic teaching, and support staff.

At Hardwick Green Primary Academy, we are committed to creating and maintaining a happy, stimulating, supportive and secure environment that fosters an eagerness to learn. Where the curriculum is broad, balanced, relevant, purposeful and challenging, pupils are assisted to believe in themselves to develop a positive, responsible attitude to learning so that their interests, strengths and talents progress.

As a member of our team, you will be offered a bespoke support package tailored to your own professional development needs and those of the school community. If you like a challenge and have a passion for making a difference to the lives of future generations, then we believe you may have what it takes to become a successful team member at Hardwick Green Primary Academy! We look forward to hearing from you.

LEVEL 3 Teaching Assistant

Department: Hardwick Green Primary Academy

Job Categories: Teaching Assistant Level 3 Job Type: Fixed Term, Until 31st August 2019Salary: SCP 23-25

Hours of work:      34 Hours per week, term time only (195 days)        

We are looking for someone who can complement our highly skilled, friendly team and contribute to good practice in KS2.

We are seeking to appoint a highly motivated and energetic professional: Who is working at Level 3 or above

Has recent experience working with children within KS2

Can form positive relationships with children, parents and staff 

Is able to use their initiative to support behaviour 

Has a proven track record of having a positive impact on children’s progress 

Is adaptable to situations and able to work effectively as part of a team 

Is an excellent communicator and role model

Has good English/maths/computing skills 

Inspires and enthuses young people 

Is willing and able to cover classes at short notice

Is willing to make a positive contribution to the development of our school

Is willing to cover at lunch-times, as and when necessary

Please contact the school, if you wish to arrange a visit.

Hardwick Green Primary Academy is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.

Any offer of employment will be subject to receipt of a satisfactory Disclosure & Barring Service check and Disqualification by Association Disclosure.

The Amendments to the Exceptions Order 1975 (2013) provide that certain spent convictions and cautions are ‘protected’ and are not subject to disclosure to employers and cannot be taken into account. Guidance and criteria on the filtering of these cautions and convictions can be found on the Disclosure and Barring Service website.

All applicants are required to provide any information about unprotected criminal records in a separate sealed envelope marked ‘Confidential-Disclosure’ attached to their application form. The forwarding address is Mrs H Stuart, Academy Business Manager, Hardwick Green Primary Academy, Tithe Barn Road, Stockton on Tees, TS19 8WF.

References will be obtained before interview, please note on your application if you do not wish for your current employer to be contacted before interview.

Please send completed applications to:

Helen Stuart – Academy Business Manager

h.stuart@hardwickgreenacademy.org.uk

Closing Date: 21/10/2018

Shortlisting: 22/10/2018

Interviews: TBC

JOB DESCRIPTION

NAME:

SCHOOL: Hardwick Green Primary School

POST TITLE: Teaching Assistant Level 3

GRADE: H (SCP 23 – 25)

HOURS: 34hrs per week Mon-Friday, Term Time Only

REPORTS TO: Shirley Gray (Line Manager)

MAIN PURPOSE: To work under the guidance of teaching/senior staff and within an agreed system of supervision, to implement agreed work programmes with individuals/groups, in or out of the classroom. This could include those requiring detailed and specialist knowledge in particular areas and will involve assisting the teacher in the whole planning cycle and the management/preparation of resources. This may include providing support in addressing the needs of pupils who need particular help in overcoming barriers to learning. Staff may also supervise whole classes occasionally during the short-term absence of teachers. The primary focus will be to maintain good order and to keep pupils on task.

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TASKS:

SUPPORT FOR THE PUPIL: Use specialist (curricular/learning) skills/training/experience to support pupils Assist with the development and implementation of Individual Education/ Behaviour Plans Establish productive working relationships with pupils, acting as a role model and setting high

expectations Promote the inclusion and acceptance of all pupils within the classroom Support pupils consistently whilst recognising and responding to their individual needs Encourage pupils to interact and work co-operatively with others and engage all pupils in

activities Promote independence and employ strategies to recognise and reward achievement of self-

reliance Provide feedback to pupils in relation to progress and achievement

SUPPORT FOR THE TEACHER: Work with the teacher to establish an appropriate learning environment Work with the teacher in lesson planning, evaluating and adjusting lessons/work plans as

appropriate Monitor and evaluate pupils responses to learning activities through observation and planned

recording of achievement against pre-determined learning objectives Provide objective and accurate feedback and reports as required, to the teacher on pupil

achievement, progress and other matters, ensuring the availability of appropriate evidence Be responsible for keeping and updating records as agreed with the teacher, contributing to

reviews of systems/records as requested

Undertake marking of pupils work and accurately record achievement/progress Promote positive values, attitudes and good pupil behaviour, dealing promptly with conflict and

incidents in line with established policy and encourage pupils to take responsibility for their own behaviour

Liaise sensitively and effectively with parents/carers as agreed with the teacher within your role/responsibility and participate in feedback sessions/meetings with parents, or as directed

Supervise and assess routine tests and invigilate examinations/tests Provide general clerical/administrative support e.g. administer coursework, produce worksheets

for agreed activities etc

SUPPORT FOR THE CURRICULUM: Implement agreed learning activities/teaching programmes, adjusting activities according to

pupil responses/needs Implement local and national learning strategies e.g. literacy, numeracy, KS3, Early Years and

make effective use of opportunities provided by other learning activities to support the development of relevant skills

Support the use of ICT in learning activities and develop pupils competence and independence in its use

Help pupils to access learning activities through specialist support Determine the need for, prepare and maintain general and specialist equipment and resources

SUPPORT FOR THE SCHOOL: Be aware of and comply with policies and procedures relating to Child Protection, health, safety

and security, confidentiality and data protection, reporting all concerns to an appropriate person Be aware of and support difference and ensure all pupils have equal access to opportunities to

learn and develop Contribute to the overall ethos/work/aims of the school Establish constructive relationships and communicate with other agencies/professionals, in

liaison with the teacher, to support achievement and progress of pupils Attend and participate in regular meetings Recognise own strengths and areas of expertise and use these to advise and support others Provide appropriate guidance and supervision and assist in the training and development of staff

as appropriate Supervise pupils on out of school activities as required Accompany teaching staff and pupils on visits and trips as required with appropriate

responsibility Participate in training and other learning activities and performance development as required Show a duty of care and take appropriate action to comply with Health & Safety requirements at

all time Demonstrate and promote commitment to Equal Opportunities and to the elimination of

behaviour and practices that could be discriminatory.

The post holder may reasonably be expected to undertake other duties commensurate with the level of responsibility that may be allocated from time to time.

Signed:

Date:

PERSON SPECIFICATION

POST TITLE: Teaching Assistant Level 3

GRADE: H (SCP 23 – 25)

Essential Desirable

QUALIFICATIONS/TRAINING:

Willingness to participate in relevant training and development opportunities

NVQ Level 3 or equivalent qualification in relevant discipline.

Qualifications at GCSE level or equivalent in Maths and English

Paediatric First Aid training

Child Protection training Training in the literacy

strategy Training in Special

Educational Needs strategies

EXPERIENCE: Recent and relevant experience of working with children within an education setting, within a specified age range/subject area

Experience of working in a school environment

SKILLS/KNOWLEDGE:

Ability to relate well to children and adults

Ability to work effectively within a team environment, understanding classroom roles and responsibilities

Ability to build effective working relationships with all pupils and colleagues

Ability to promote a positive ethos and role model positive attributes

Ability to work with children at all levels regardless of specific individual need and identify learning styles as appropriate

Ability to adapt own approach in accordance with pupils needs

Advanced understanding of national curriculum and other basic learning Programmes/techniques (within specified age range/subject area) e.g.

Relevant knowledge of First Aid

Equal Opportunities and recognising the nature of the diverse school community

Working knowledge of relevant policies/codes of practice/legislation

knowledge of core subjects Understanding of principles of

child development, learning styles and independent learning

Effective use of ICT to support learning

Experience of resources preparation to support learning programmes

Excellent communication skills Excellent numeracy and

literacy skills Be able to maintain

confidentiality Excellent listening skills The ability to manage

behaviour of children in a positive and supportive manner

Awareness and basic understanding of the school curriculum (within specified age range or subject area)

General awareness of inclusion, especially within a school setting

Knowledge of Child Protection

PERSONAL AND PROFESSIONAL ATTRIBUTES:

Friendly, approachable and professional manner

Calm approach A commitment to working as

part of the whole school team and supporting the vision and aims of the school

High expectations of all pupils; respect for their social, cultural, linguistic, religious and ethnic backgrounds; and commitment to raising their educational achievements

Ability to build and maintain successful relationships with pupils; treat them consistently, with respect and consideration, and demonstrate concern for their development as learners

Demonstrate and promote the positive value, attitudes and behaviour they expect from the pupils with whom they work

Ability to liaise sensitively and effectively with parent and carers, recognising their role in pupils learning

Able to improve their own practice through observations,

evaluation and discussion with colleagues.