MEOPHAM COMMUNITY ACADEMY

JOB DESCRIPTION FOR EDUCATIONAL SUPPORT STAFF (TEACHING ASSISTANTS)

Teaching Assistant ……………………….. Date ……………

JOB DUTIES:

NOS / General
STL9 / Observe and report on pupil performance (working under the direction of the teacher or SENCo)
STL16 / Provide displays (set up, maintain and dismantle)
STL23 / Plan, deliver and evaluate teaching and learning activities under the direction of a teacher or SENCo
STL24 / Contribute to the planning and evaluation of teaching and learning activities
STL29 / Observe and promote pupil performance and development; Modify, adapt activities to achieve the learning intention
STL31 / Prepare and maintain the learning environment to support teaching and learning.
STL55 / Contribute to maintaining pupil records
STL56 / Monitor and maintain curriculum resources to support teaching and learning
  • To carry out administrative duties e.g. filing children’s records, photocopying
  • Ensure familiarity with key policies e.g. CP, SEN, Inclusion, behaviour
  • Identify and quietly pre-empt poor behaviour
  • Respond promptly to inappropriate behaviour
  • To carry out any other tasks directed by the Headteacher which fall within the remit of the post or may be needed, on a short term or emergency basis, to support the smooth running of the school.

NOS / Pastoral and welfare
STL45 / Promote children's well-being and self-reliance, self-esteem and emotional resilience
STL48 / Support children in tackling problems and taking action
STL49 / Support children during transitions in their lives (including transitions that are common to all children, such as moving school and puberty, and those that are particular only to some, such as bereavement and divorce.
STL50 / Facilitate children's learning and development through mentoring (formal or informal)
STL51 / Contribute to improving attendance through monitoring attendance to identify patterns of absence and lateness and working with families to find ways of helping the pupil to attend school more regularly.
STL60 / Liaise with parents, carers and families of pupils with whom they work. Ensure the professional integrity of communications with parents, carers and families through contacts within or outside the school setting
STL62 / Develop and maintain working relationships with outside agencies to provide coherent support for pupils' learning and development.
NOS / SEN
STL12 / Support a child/ren with disabilities or special educational needs
STL38 / Support children with disabilities or special educational needs and their families working under the direction of a teacher or a SENCo
STL39 / Support pupils with communication and interaction needs
STL40 / Support pupils with cognition and learning needs
STL41 / Support pupils with behaviour, emotional and social development needs
STL42 / Support pupils with sensory and/or physical needs
STL13 / Contribute to moving and handling individuals during therapy sessions
STL44 / Work with children with additional requirements to meet their personal support needs
Support children to learn as effectively as possible both in group situations and 1:1 by, for example:
  • clarifying and explaining instructions;
  • ensuring child/ren is able to use equipment and materials provided;
  • motivating and encouraging child/ren;
  • assisting in weak areas, e.g. language, behaviour, reading, spelling, handwriting, number;
  • helping child/ren to concentrate and finish work;
  • meeting physical needs as required while encouraging independence * ;
  • liaising with class teacher, SENCO and/or mentor in devising complementary learning activities;challenging child/ren of the whole ability range with work which is just beyond their current reach

NOS / Behaviour
STL3 / To encourage positive behaviour in the context of contributing to the safety, safeguarding and protection of pupils.
STL19 / Promote pupil’s positive behaviour through the use of agreed behaviour management strategies and supporting pupils in taking responsibility for their own behaviour.
STL37 / Contribute to the prevention and management of challenging behaviour in children; providing intensive support to pupils to help them manage their behaviour both in and outside of the classroom or other learning environments.
NOS / Early Years
STL6 / Support literacy and numeracy activities in the EYFS
STL8 / Use information and communication technology to support pupils’ learning in the EYFS
STL10 &STL15 / Support children’s play and learning in the EYFS
STL25 / Working within the teacher’s overall planning to plan and implement activities to promote literacy development in the EYFS
STL26 / Working within the teacher’s overall planning to plan and implement activities to promote numeracy development in the EYFS
STL27 & 28 / Supporting the teacher to implement the EYFS curriculum.
STL45 / Promote children’s wellbeing, self-reliance, self-esteem and emotional resilience.
STL60 / Liaise with parents, carers and families e.g. when parents bring and collect their children to/from school.
NOS / Literacy and Numeracy
STL6 / Under teacher supervision support literacy and numeracy activities planned by the teacher.
STL25 / Working within the teacher's overall planning to plan and implement activities to promote literacy development.
STL26 / Working within the teacher's overall planning to plan and implement activities to promote Numeracy development.
STL33 / Provide literacy and numeracy support to enable pupils to access the wider curriculum
NOS / EAL
STL11 / Contribute to supporting bilingual/ multilingual pupils
STL11& 35 / Support bilingual/multilingual pupils (The bilingual support assistant may or may not use the pupils’ first language)
STL36 / Provide bilingual/multilingual support for teaching and learning
STL9 / Observe and report on pupil performance
STL23 / Plan, deliver and evaluate teaching and learning activities under the direction of a teacher
STL28 / Support teaching and learning in a curriculum area
STL29 / Observe and promote pupil performance and development of English as an additional language (EAL) under the direction of a teacher.
NOS / Cover Supervision
STL3 / Maintain a safe environment, contributing to the safety, safeguarding and protection of children/young people and ensuring risks and hazards are dealt with and reported promptly according to procedures.
STL18 / Support pupils' learning during learning activities planned by the teacher. This includes supervising classes in the absence of the teacher, e.g. when providing cover supervision.
STL19 / Promote pupil’s positive behaviour through the use of agreed behaviour management strategies and supporting pupils in taking responsibility for their own behaviour.
STL31 / Prepare and maintain the learning environment to support teaching and learning.
STL62 / Develop and maintain working relationships with outside agencies within the school to provide coherent support for pupils’ learning and development.

Supporting the Management of the Midday Break

To support the management of the supervision of the children during the midday break.
To assist the communication of information between the classroom staff and the midday break staff
To work with other teaching assistants to co-ordinate the team of supervisory assistants
To assist with first aid issues
To spread good practice by:
Supporting the midday staff and by helping them to increase their knowledge of individual children
Sharing successful classroom techniques with them for managing behaviour and pastoral care
Fostering positive behaviour and play through a range of strategies and activities
Praising good midday practice and sharing it with classroom staff
Communicating school policy and procedures to foster consistent
practice throughout the school day.

n.b. Children requiring a high level of support with basic personal care/ hygiene would have a care plan and a member of staff needing to support this would have the appropriate training and have this added to their job description.

Signature …………………………………….. Date ………………..

Footnote: This job description is provided to assist the job holder to know what his/her main duties are. It may be amended from time to time (always after discussion and agreement with the post holder) without change to the level of responsibility appropriate to the grade of post.