Specialist Teaching Assistant

Location: The Children's Trust School

Contract Type: Permanent

Specific Hours: 37.5 hours per week (full time)

Salary: £21,269 - £26,886 (dependent upon experience)

Closing Date: 14 April 2024

Specialist Teaching Assistant

 

This role is not open to sponsorship.

An exciting opportunity has arisen for a Specialist Teaching Assistant to join our Education Team. This role will require the successful candidate to support an integrated and holistic approach to education, health and care, work under the direct supervision of an allocated teacher / senior  specialist teaching assistant, support access to learning and provide general support to the teacher in the management of pupils in learning opportunities and to assist the teacher in providing relevant support for pupils with severe learning difficulties (SLD), profound and multiple learning difficulties (PMLD) and complex therapeutic, medical and health needs.

 

You will be a natural and enthusiastic leader able to provide challenge and support to a high performing team.

 

Role Requirements

STL1 – Provide support for Learning Activities set by Classteacher & Senior Specialist Teaching Assistant

  • To support learning activities for individual, groups or whole classes of pupils, leading activities under the direction of the teacher or Senior Teaching Assistant supporting the teacher in their delivery of lessons.
  • To demonstrate our School Ethos and Pupil Charter throughout the School day.
  • Holistically integrate education, health and care needs.
  • Evaluate and record procedures for learning activities.
  • To know individual learning targets for each pupil in the group(s) and take specific action to enable individual pupil goals be achieved.
  • To attend to the general care, maintenance and storage of classroom equipment.

 

STL 2 – Support Children’s Development

  • Observe pupils, sharing observational findings, contribute to the implementation of activities to support development.
  • Actively contribute towards record-keeping particularly in respect of pupil learning, therapeutic interventions, behaviour management, child protection and any other specific programme set up for individual pupils by the teacher / Senior Specialist Teaching Assistant / Therapist.

 

 

STL 3 – Help to keep Children Safe

  • Undertake annual safeguarding training.
  • Adhere to the school’s Safeguarding and Child Protection procedures and policies. Recording incidents pertaining to pupil safety, including for illness, accidents and incidents, accepting that Safeguarding is everyone’s responsibility and that ‘it could happen here’.
  • Read relevant documentation / mandatory reads in relation to Keeping Children Safe In Education.
  • Report any signs and indicators of possible abuse, being sensitive to the child/young person and circumstances, Identifying, report and record changes in behaviour and physical signs.
  • Be aware of and follow plans, risk assessments and record keeping pertaining to individual pupils, including care plans, health care plans, feeding plans, moving and handling and behaviour management plans, actively engaging in relevant training and competencies offered to ensure that you are able to support in keeping all pupils in the class safe.
  • Ensure safe transport for all pupils in the class for off site visits.

 

STL 4 – Contribute to Positive Relationships

  • Interact with and respond positively and professionally, to pupils and adults, including colleagues, other professionals and parents/ carers at all times.
  • Work collaboratively as part of a class and wider School and organisational team.
  • Actively support change where it is required to improve the teaching, learning and meeting of our pupils needs.

 

STL 5 – Provide Effective Support for your Colleagues

  • Work effectively as a team member, being aware of and providing support to colleagues when needed.
  • Embrace training and competencies to ensure that all staff in a class team are able to support each other.
  • Complete all ‘Universal level training’.

 

STL 6 / STL 39 – Support Literacy and Numeracy Activities, Communication and Interaction Needs

  • Support the delivery of appropriate communication, language and literacy as well as the learning targets related to cognition to individuals, small groups and whole classes of pupils, providing accurate support and feedback to the teacher and pupils.

 

STL 7 / STL 8 – Support and use Information Communication Technology (ICT) for Teaching and Learning

  • Prepare commonly used ICT for use in lessons and be aware of and be able to use hardware and software commonly used in the school.
  • Be aware of individual pupil’s specific needs as assessed by teachers and therapists and apply relevant recommendations.
  • Support the delivery of lessons including ICT to individuals, small groups and whole classes of pupils.

 

 

 

 

STL 9 – Observe and Report of Pupil Performance

  • Against intended learning targets be able to observe and complete assessments with teaching support.
  • Support the classteacher in providing evidence (observational notes, photographs, videos) presenting in the appropriate format to assist the evaluation of evidence relating to the pupils’ stage of development.
  • Be able to clearly explain and answer questions / justify your evidence of pupil performance to the teacher.
  • Observe school policies and procedures for confidentiality of information about pupils.

 

STL 10 – Support Children’s Play and Learning

  • To promote and support age-appropriate play for pupils.
  • To supervise and actively encourage play and leisure activities during playtimes taking an active role in the organisation of play, leisure and recreational activities.

 

STL 11 – Contribute to supporting Bilingual / Multilingual Pupils

  • When applicable be aware of the first language of pupils and their parents.

 

STL 12 / STL 38 – Support a Child with Disabilities or Special Educational Needs and Their Families

  • Be confident in each of the pupils needs in the classroom and the relevant strategies that are required to support them.
  • See the pupil as a ‘whole’ and integrate their education, health and care needs throughout their day.
  • Support pupils with communication and interaction, cognition and learning, behaviour, emotional and social development needs and pupils sensory and/or physical needs.

 

STL 13 – Contribute to Moving and Handling Individuals

  • Follow agreed Moving and Handling plans as prescribed by therapists undertaking relevant training and competencies prior to do any of the below:
  • Carry out moves and changes of position taking account of the individual’s needs, preferences and their advice on the most appropriate methods and equipment.
  • Use moving and handling methods appropriate to the individual’s condition, your personal handling limits and the equipment available.
  • Move and change individual’s positions in ways which minimise pain, discomfort and friction and maximise the individual’s independence, self-respect and dignity.
  • Observe, record and immediately report any significant changes in the individual’s condition when you are moving them.
  • Record details of methods of moving and handling which the individual finds acceptable according to legal and organisational requirements.
  • Undertake therapeutic programmes that have been developed by physio and occupational therapists.

 

STL 14 – Support Individuals during Therapy Sessions

  • Receive relevant training from therapists and then implement training and competencies throughout the pupils’ day.
  • Be able to articulate the purpose of programmes and ensure their delivery in an integrated way.
  • Work with individuals to identify the effectiveness of the therapy sessions on their health and social well-being.
  • Check observations with appropriate people and against agreed outcomes.
  • Identify any issues or problems in relation to the therapy sessions and work with individuals, key people and others to identify and agree changes to the therapy sessions.
  • Record and report on therapy sessions within confidentiality agreements and according to legal and organisational requirements.

 

STL 16 – Provide Displays

  • To produce and maintain displays in accordance with the school’s Display Policy.
  • To ensure that Information Governance and Confidentiality is applied to any information that you are privy to.

 

STL 19 / STL 37 / STL 41 – Promote Positive Behaviour

  • Highlight and praise positive aspects of pupils’ behaviour appropriate to the individual.
  • Recognise patterns and triggers which may lead to inappropriate behavioural responses and take appropriate action to pre-empt problems.
  • Encourage the team to support pupils consistently and regularly review their own behaviours to model intended outcomes.
  • Provide feedback to relevant people on progress made by any pupils with a behaviour support plan in line with the school’s Behaviour Policy.
  • Implement individual pupil behaviour management programmes if required.

 

STL 31 – Prepare and Maintain the Learning Environment

  • Prepare the learning environment to meet the needs of individual pupils.
  • Support the teacher in the preparation of resources needed for lessons by gathering and appropriately positioning them for access.
  • To ensure that pupils are in the right place at the right time in the right clothing with the appropriate equipment in the correct position.

 

STL 40 – Support Pupils with Cognition and Learning Needs

  • Implement agreed strategies to support pupils with cognition and learning difficulties to learn.
  • Sequence and structure learning environment and experiences ensuring adequate time.
  • Consistently apply visual, auditory, object and tactile cues.
  • Provide an appropriate level of assistance to enable the pupil to experience a sense of achievement, maintain self-esteem and self-confidence and encourage self-help skills.
  • Listen carefully to the pupil and positively encourage him/her to communicate his/her needs and ideas.

 

 

STL 42 – Support Pupils with Sensory and/or Physical Needs

  • Obtain accurate and up-to-date information about: a the nature and level of the pupil’s sensory and/or physical needs and apply to the pupil’s learning needs, planned learning tasks and activities.
  • With support adapt the layout of the learning environment and the equipment used to enable the pupil with sensory and/or physical needs to access and maximise learning opportunities.
  • Encourage the pupil to actively participate in learning tasks and activities consistent with his/her developmental level, physical abilities and any medical conditions.
  • Ensure that any specialist equipment is used appropriately to maintain the pupil’s comfort and maximise his/her participation in learning tasks and activities.
  • Give appropriate assistance to enable the pupil to experience a sense of achievement and encourage independence.
  • Positively reinforce the pupil’s efforts to participate in learning tasks and activities.

 

STL 43 – Assist in the Administration of Medication

  • Apply standard precautions for infection control and other relevant health and safety measures.
  • Report any discrepancies or omissions you might find to the person in control of the administration and to relevant staff as appropriate.
  • Be aware of School procedures.
  • Contribute to administering and record keeping of medication to individuals in the appropriate manner, using the correct techniques according to the care plan if signed off as competent in doing so.
  • Ensure the security of medications throughout the process and ensure all medication is stored in the correct safe place when administration is complete.

 

STL 4 – Meet their Personal Support Needs

  • Attend to pupils’ personal care needs as and when necessary ensuring care and dignity at all times.
  • Assist with the organisation of refreshments and mealtimes, feeding individual pupils where necessary including feeding by gastric tube after receiving the necessary training.
  • Support pupils in the water and assist with swimming and or hydrotherapy programmes.

 

 

PDR – Take part in School Staff Development Procedures

  • Take part in a performance management programme and work towards specific pupil progress and professional development targets.
  • Take part in a staff induction programme, and pursue other training opportunities as agreed with the line manager.
  • Take part in staff development days, class team meetings, departmental meetings, whole staff meetings and other occasional meetings held in usual working hours.
  • To support students and volunteers who work within the classroom from time to time.
  • The roles and responsibilities in this job description can be reviewed at any time in order to better meet the needs of pupils.
  • All of our Support Assistants will be expected to work with a range of pupils in their class and maybe requested to work with others across the School.

The right candidate will have experience of working in a complex environment, across a large and diverse workforce, you will be exceptionally organised with a high-level of attention to detail. You will naturally possess excellent inter-personal skills, and an ability to consult and positively engage with key stakeholders across the organisation.

 

If you would like to discuss the role, please contact the Recruitment & Compliance Team, on 01737 365 880 or email: recruitment@thechildrenstrust.org.uk

For more information and for a copy of the candidate briefing pack please see attached.

 

With experience of working in a complex environment, across a large and diverse workforce, you will be exceptionally organised with a high-level of attention to detail. You will naturally possess excellent inter-personal skills, and an ability to consult and positively engage with key stakeholders across the organisation.

 

If you would like to discuss the role, please contact the Recruitment & Compliance Team, on 01737 365 880 or email: recruitment@thechildrenstrust.org.uk

 

For more information and for a copy of the candidate briefing pack please click here.

 

Terms and Conditions

PLEASE NOTE: The Children's Trust Application Form MUST be completed and submitted, for your application to be considered. As part of the shortlisting process, gaps in employment will be examined and further explored during the interview process. 

 

Strictly no agencies, please.

As we often receive high levels of applicants for our roles, we regret that we will only be able to contact those applicants who are shortlisted for interviews. Therefore, if you have not heard from us within 2 weeks of the closing date, please assume you have not been shortlisted for an interview on this occasion.

 

About Us

The Children’s Trust is the UK’s leading charity for children with acquired brain injury, providing expert rehabilitation, education, therapy, and care at our national specialist centre in Tadworth, and to children and their families across the UK, via our Brain Injury Community Service.

 

Boasting a beautiful 24-acre site in Surrey, we are located just outside of London, close to the M25 (accessible via Junction 8, A217 to Tadworth) and easily accessible via National Rail, by way of: Clapham Junction, Sutton, and Epsom.

 

Staff Benefits

The work we do is highly rewarding, and in addition to an attractive salary, we offer a valuable range of benefits, including, adoption pay, time off for fertility treatment, enhanced paternity leave, paid carers leave, time out days for those experiencing menopause symptoms, time off for gender reassignment.

 

We also offer additional annual leave days for those with long service, with entitlements ranging from 35 to 41 days (including bank holidays) depending on your length of service.

 

Other benefits include free on-site parking; a staff shuttle service from Epsom and Sutton train stations to Tadworth Court, subsidised cafeteria, on-site staff accommodation (subject to availability), the ability to retain your NHS pension (where applicable) or the opportunity to join an alternative scheme, and the opportunity to develop your career in a supportive and collaborative environment.

 

Rehabilitation of Offenders

Many roles at The Children’s Trust are exempt from the provisions of Section 4 (2) of the Rehabilitation of Offenders Act 1974, by virtue of the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975 (as amended in 2013 and 2020) and as such, are subject to an Enhanced DBS check.  Successful applicants will be required to complete an Enhanced Disclosure & Barring Service (DBS) check, which will disclose all unspent convictions and adult cautions and any spent convictions or adult cautions that would not be protected.  The exceptions to this are our retail roles within The Children’s Trust shops, which are subject to Basic DBS checks which will disclose unspent convictions or adult cautions.

 

 

Equal Opportunity Employer

To help us achieve our ambition to give children and young people with brain injury and neurodisability the opportunity to live the best life possible, we want to accurately reflect the UK’s diverse population. We want equity, diversity, and inclusion to be at the heart of everything we do, and our people, services, and culture to reflect the diverse needs of all. Through our diversity and inclusion strategy, we have made a commitment to increase the diversity of our charity and create an inclusive culture. We have networks across the organisation working to ensure that these aims are met - including an LGBTQIA2S+ group, Ethnic Diversity Group, and Spark – our broad EDI group. Read more about our EDI work here. We welcome applications from all who share our ambition regardless of background. We will strive to ensure that any reasonable adjustments are made in respect of interview and working arrangements.

 

Online Searches

In accordance with statutory safeguarding and child protection guidance, online searches will be conducted for shortlisted candidates before interview. The online searches will be conducted by a person who is independent of the interview and selection process and will focus on relevant information returned via searches of the candidate’s name (and variations thereof). Social media searches will be limited to professional platforms such as LinkedIn. Any concerns relating to suitability for work with children and young people will be forwarded to the interview panel, for discussion during the interview.

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