Boundary Primary School

Behaviour Teaching Assistant (SERF) – Job Description

Post Title: Behaviour Teaching Assistant (SERF)
School: Boundary Primary School, Blackpool
Line Manager: SENCO
Supervisory responsibilities: No
Core purpose:
Behaviour Teaching Assistants are appointed to work within the schools SERF unit as part of a team, under the general direction of the Headteacher and with specific line management from the SERF manager. The role focuses on the direct development of children and young people to build their personal capacity with particular focus on EBSD needs.
Key characteristics:
  • to design development opportunities
  • to prepare and apply resources
  • to advise and deliver learning that develops specific skills and knowledge in children and their families
  • to deliver training and advise specialist ESBD knowledge to other practitioners
  • to gather relevant information, investigate, analyse and evaluate needs in order to promote effective teaching and learning

Key duties:
The teaching assistant will be a member of a multi-disciplinary team, under the management of the SERF manager. In co-operation with the teachers within the school and the under agreed educational plan, the post holder will, to a level reflected by the grade of the post:
Support the pupils by:
  • Undertaking activities with groups of children to ensure their safety and facilitate their physical emotional and educational development
  • Planning and implementing pre-determined learning opportunities and work programmes whilst promoting personalised learning
  • Working to establish a supportive relationship with the children and parents concerned
  • Encouraging acceptance and inclusion of the child with special needs
  • Promoting and reinforcing the child’s self esteem
  • Contributing to the monitoring and progress of a pupils individual targets
  • Having a duty of care and responsibility for the children that they support
  • Supervising the children when appropriate in the temporary absence of the classroom teacher for short periods of time, as agreed by the Headteacher, or in their absence, the SERF manager.
  • Assisting in the delivery of pastoral programmes relating to the EBSD needs of individuals as identified by the SERF manager and SENCO, including outreach work
  • Assisting in the development of personal capacity in order that children can manage their work and be effectively reintegrated in to mainstream or other provision
Support the teacher by:
•Monitoring and assessing the learning programme and learner’s progress informing SERF manager/Headteacher
Maintaining and updating records of the children’s development as are required by the school
•Assisting teaching staff in the planning of work programmes including pastoral programmes and outreach work, for individuals and groups of children
•Carrying out testing and assessment arrangements for pupils
•Assisting the teaching staff in the smooth transition between educational phases
•Ensuring safe, effective learning environments under the SERF teacher’s direction
Support the school by:
•Being aware of and carrying out all school policies, routines and recognised procedures
•Being aware of confidential issues linked to home/pupil/teacher/school work and to keep confidences as appropriate
•Leading and supporting the work of an individual/team of teaching assistants including students
•Attending pupil review and parent meetings
•Attending all staff meetings and staff briefings and appropriate staff development training
•Taking responsibility for personal CPL to ensure that they are effective in their role, working within the needs of the school
•Carrying out play and lunch time tasks and duties as required by the school
•Assisting in the promotion and development of children’s emotional well-being
•Working alongside colleagues to develop capacity in positive behaviour management and classroom organisation
Liaising with:
All staff – teaching/support staff, LA representatives, external agencies, parents and Governors.
Line Management:
SENCO and Headteacher
Knowledge and skills:
Recent, relevant experience minimum of 2 years working with EBSD children
Advanced child development training, knowledge and understanding
Minimum NVQ3 or equivalent standard,or NVQ Level 4 or equivalent standard
English and Mathematics standard to minimum of GCSE Grade C
Ability to complete risk assessments and inform line manager
Send and receive emails and use ICT competently to support learning
To have a good working knowledge of supporting EBSD learners
A job description can never be fully descriptive and exhaustive of unforeseen changes or circumstances.
It is expected that staff will, within reason, respond to unforeseen circumstances and emergencies as they arise, commensurate with their qualifications, experience and the situation.
Signature of Post Holder Date
Signature of Chair of Governors Date

PERSON SPECIFICATION

Job Title:Behaviour Teaching Assistant (SERF)

Selection criteria
(Essential) / Selection criteria
(Desirable) / How Assessed
Education & Qualifications / Minimum NVQ Level 3 or equivalent standard.
English and Mathematics standard to minimum of GCSE Grade C.
Willingness to undertake training in relevant learning strategies. / NVQ Level 4 or equivalent standard
Advanced child development training, knowledge and understanding
Paediatric First Aid certificate / AF / I
AF / I
AF / I
AF / I
AF
AF
Experience / Recent, relevant experience minimum of 2 years working with EBSD children.
Experience of effectively using ICT and other technology. / AF / I
AF / I
Knowledge,
Skills & Abilities / To have a good working knowledge of supporting EBSD learners.
To have effective communication skills with the ability to liaise with other schools and agencies.
To be able to assess pupils to determine specific needs and requirements and contribute to pupil progress reviews.
To be able to implement pupil support plans and strategies.
To be able to plan and deliver programmes to support pupils.
To be able establish good relationships with parents and carers.
To be able to maintain and update records to a high standard.
To maintain confidentiality and adhere to safeguarding policies in school
Show a good understanding of the National Curriculum.
Demonstrate a good understanding of pupils SEMH.
Be proactive, creative and innovative.
To be able to train other staff on issues relating to behaviour. / AF / I
AF / I
AF / I
AF / I
AF / I
AF / I
AF / I
AF / I
AF / I
AF / I
AF / I
AF / I
Work Circumstances / Support thewhole school vision, ethos and culture.
Attend whole school functions (occasional out of hours working). / AF / I
AF / I

Abbreviations: AF = Application Form; I = Interview.

NB. - Any candidate with a disability who meets the

essential criteria will be guaranteed an interview

Role Title / Typically reports to
Inclusion 2
Information sources / Date of profile
Agreed by School Working Party Job Evaluation Panel / 150711
Purpose of the role (job statement)
To manage the provision of inclusive education for specific groups of pupils with Special Educational Needs.
Responsibilities
Key duties:
  1. Share and discuss information with colleagues to enhance understanding of individual student needs
  2. Identify instances of poor attendance by pupils that require intervention
  3. Contribute to the assessment of pupils to determine specific needs / requirements
  4. Support the development and implementation of individual pupil’s support plans and strategies in accessing education.
  5. Provide advice to pupils to make choices about their own learning
  6. Liaise with professional colleagues to plan and deliver programmes to support pupils with specific needs
  7. Contribute to pupil progress reviews
  8. Liaise with SENCO, teachers and external agencies to support achievement and progress of pupils
  9. Establish links with families / carers to keep them informed and facilitate support for their child.
  10. Provides support, motivation and advice to pupils in relation to pupil inclusion and achievement. Skills required for communication and planning with other staff and external agencies.
  11. Day-to-day allocation of work to other inclusion/administrative staff
  12. Decisions are sometimes made independently and can have a significant impact on pupils
  13. Maintains and updates records
  14. Maintain confidentiality and adhere to safeguarding procedures
Individuals in this role may also:
  1. Supervise the work of other inclusion/administrative staff
  2. Provide INSET to staff on issues relating to behaviour and inclusion

Indicative knowledge, skills and experience
  • Experience of working with children with Special Educational Needs.
  • Skills/knowledge equivalent to national qualifications level 4 or equivalent experience

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