HLTA (Full-Time)

Pay £19,000 to £25,000

Ref SENHLTARVKB

Posted Tuesday 14th Jan 2025

Close Date Friday 14th Feb 2025 (closed)

Key Stage Secondary

Job Description

We are currently seeking a HLTA with experience of working alongside learners with a diagnosis of ASD.  If you have the experience and knowledge, this school and college offer continued CPD, excellent staff support, half day on a Friday, ongoing training and a truly welcoming and fun work environment.  Do not hesitate to contact me to ask about the many perks of working for this independent provision.

Job Purpose          

To complement the professional work of teachers by taking responsibility for agreed learning activities under an agreed system of supervision. To carry out professional duties and support class teachers, responsibility for an assigned class/year group and teaching assistants. To be responsible for the day-to-day work and management of pupils under the direction of the class teacher and the safety and welfare of the pupils, during on-site and off-site activities.

To promote the aims and objectives of the school and maintain its philosophy of education. To cover classes in the absence of a teacher where necessary.

To effectively work as a team leader for Teaching Assistants in collaboration with the HLTA’s.

DUTIES AND RESPONSIBILITIES

Support for learners

1. To develop a knowledge of a range of learning support needs and to develop an understanding of the specific needs of the learners to be supported.
2. To supervise and provide particular support for learners, ensuring their safety and access to learning activities at all times.
3. Take into account the learning support involved in aiding the learners to learn as effectively as possible both in group situations and on their own by, for example:

• clarifying and explaining instructions;
• ensuring the learner is able to use equipment and materials provided;
• assisting in weaker areas, e.g. language, behaviour, social skills, reading, spelling, handwriting/presentation;
• helping learners to concentrate on and finish work set;
• meeting physical needs as required whilst encouraging independence;
• assisting with the development and implementation of Individual Education/Behaviour Plans and Personal Care programmes, EHC plans;
• developing appropriate resources to support the learners;
• providing support for individual learners inside and outside the classroom to enable them to interact with others and engage in activities led by the teacher.

4. To establish a constructive relationship with the learners and interact with them according to individual needs.
5. To promote the inclusion and acceptance of all learners.
6. To set challenging and demanding expectations and promote self-esteem and independence.
7. To provide the necessary pastoral care to enable learners to feel secure and happy.
8. To provide feedback to learners and where appropriate, parents/carers in relation to progress and achievement under the guidance of the teacher.

Support for teachers

1. Assist the class teacher in the development and planning of a suitable programme of learning to support the learners based on their individual needs.
2. Monitor learner’s responses to learning activities and accurately record achievement as directed and agreed with the class teacher.
3. Provide detailed and regular feedback about the learners to the teacher.  
4. Contribute to the maintenance of learner’s progress records including case studies and data assessment programmes.
5. Participate in the evaluation of the support and curriculum programme being offered.
6. Promote good behaviour, dealing promptly with conflicts and incidents in line with established policy, and encourage learners to take responsibility for their own behaviour.
7. Establish constructive relationships with parents/carers.
8. Undertake routine marking of learner’s work in line with the current AFL policy and feedback on underperformance to teachers.
9. Support class teachers in gathering and creating resources on a regular basis in order to support teaching and learning.

Support for the Curriculum

1. Undertake structured and agreed learning activities/teaching programmes, adjusting activities according to learner responses.
2. Deliver intervention programmes linked to the learners agreed intervention schedule as per their EHC plan, recording achievement and progress in line with the intervention programme, and feeding back to the teacher and student.
3. Support the use of ICT in learning activities and develop learners’ competence and independence in its use as well as ensuring their safety when online at all times.
4. Assist with the preparation and maintenance of equipment/resources required to meet lesson plans/relevant learning activities to support the delivery of an enriched curriculum.

Support for the school

1. Be aware of and comply with the procedures relating to safeguarding, learner protection, health, safety and security, confidentiality and data protection, reporting all concerns to an appropriate person.  
2. Be aware of and support difference and ensure all learners have equal access to opportunities to learn and develop.
3. Contribute to the overall ethos/work/aims of the school.
4. Appreciate and support the roles of other professionals and be a point of contact for collaborative within your team.  
5. Attend and participate in relevant meetings and training as required.  
6. Where appropriate, develop a relationship to foster links between home and school.  
7. Take the lead on liaising, advising and consulting with other members of the teaching and learning team, supporting the learner as appropriate.
8. Contribute to reviews of learner’s progress as appropriate, this may include attending meetings such as annual reviews, interim reviews etc.  
9. Set a good example in terms of smart dress, punctuality, attendance and attitude.
10. Prepare and present displays of learner’s work as required.

Mentoring

1. To engage, mentor, support and motivate staff in their development and integration into the positive values and culture within Ripplevale.
2. To provide opportunities and guidance that enable the transfer of learning into effective practice for teaching assistants.
3. To use coaching methods that provide an environment that is participatory, supportive and provides constructive feedback on performance.
4. To assess the skills, values and knowledge of new and current teaching assistants alongside the SENCo, against the TA standards in order to devise individual performance development plans where necessary.
5. To provide induction for all new teaching assistants alongside the SENCo, regularly reviewing and evaluating their induction period, identifying any training needs and providing constructive feedback to the member of staff, line manager and senior leadership.  
6. To support the growth of teaching, learning and support within Ripplevale and to develop confidence and positive attitude in others to achieve. 
7. To work as a role model to others.