Introduction from Karen Burns

Strategy

Introduction from Karen Burns

As the Executive Principal of the new Academy I am looking for dynamic, enthusiastic teaching assistants who will embrace the challenge and uniqueness of the role that the post offers them. I look forward to working together to establish our new Academy and to ensure that we offer the highest quality provision thus securing the best possible outcomes for our pupils. I have exceptionally high standards and would expect my staff to support me in consistently achieving and maintaining those standards at the Academy. Our professional relationship will be built on commitment, trust, honesty, support and hopefully a lot of enjoyment and satisfaction!

This really is an exciting opportunity which should offer enormous satisfaction both from the outcomes our children will achieve and the excellent scope for professional development as the Academy grows year on year. This will require hard work, determination, energy and creativity but I believe the pleasure and satisfaction of seeing our young people achieve and develop will make every minute worthwhile.

The Academy will open in September 2015 and this will be to Nursery and Reception pupils only and the role advertised is to work in Early Years Foundation Stage.

1  Job Description

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·  JOB FAMILY: / Education, Training and Development
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·  JOB LEVEL: / F
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·  JOB PROFILE NAME: / Higher Level Teaching Assistant
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·  LINE MANAGED BY:
(JOB PROFILE NAME) / Middle School Leader
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·  PROFESSIONALLY REPORTS TO:
(JOB PROFILE NAME) / Middle School Leader
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·  CARILLION ACADEMIES TRUST OVERVIEW
Carillion Academies Trust is a fresh and innovative model of Trust that will combine educational expertise with business and commercial understanding. In this way we will support children and young people to achieve educational success and then use this to progress effectively into the world of employment.
Our academies will include schools across the age, achievement and challenge continuum but they will have common threads. Trust schools will be dynamic, they will set achievement at the heart of what they do, they will understand their significance to the community and a moral purpose will inform their work. Additionally, they will take a collective responsibility for our success, leverage the capacity and capability within all our schools - particularly those that demonstrate outstanding practice.
Carillion Academies Trust aims to extend opportunity for young people and their communities by raising standards, providing environmental and cultural conditions for pupils, students, teachers and educational leaders to set their aspirations high and realise their goals.
·  CARILLION ACADEMIES TRUST APPROACH
Carillion Academy Trust is a DfE approved sponsor focused on inspiring, motivating and supporting individuals to achieve success.
Our focus will be on:
·  excellence: supporting all academies to become outstanding;
·  progression: supporting the academic progress, personal progress and progression to employment of young people;
·  building Capacity: investing in the professional development of all of our staff to empowering them to succeed;
·  leading Edge Practice: encouraging our academies to engage in action research to drive best practice; and
·  communities: rooting our academies in their community and promoting collaboration within the Trust and with local schools.
·  CARILLION ACADEMIES TRUST FUNCTION
The Trust provides a full range of academy requirements and has identified a set of Trust Standards to reflect how we support academies to achieve. This includes:
·  school improvement and performance;
·  finance & governance;
·  professional development & HR;
·  estates improvement;
·  ICT and learning technologies; and
·  community.
·  Our business plan is to: support a network of outstanding academies; develop a leading edge partnership; raise the academy profiles; and place them at the forefront of education nationally.
·  JOB FAMILY
Any role within Education, Training or Learning services will belong to this job family.
·  PURPOSE OF THE JOB
To complement Teachers’ delivery of the national curriculum and contribute to the development of other support staff, pupils and academy policies and strategies.
To work collaboratively with teaching staff and assist Teachers in the whole planning cycle and the management/preparation of resources. Also to supervise whole classes occasionally during the short-term absence of Teachers.
To provide support for pupils, the teacher and the academy in order to raise standards of achievement for all pupils, by utilising advanced levels of knowledge and skills when assisting with planning, monitoring, assessing and managing classes, and to encourage pupils to become independent learners, to provide support for their welfare, and to support the inclusion of pupils in all aspects of academy life.
·  KEY OBJECTIVES OF THE JOB
Key objectives of the role will include:
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·  Support for the Pupils/families:
·  assess, manage and deliver pastoral and learning support.
·  provide feedback to pupils in relation to progress and achievement.
·  to work with pupils, understanding how to motivate and encourage them to achieve and develop.
·  to understand the individual needs of children and be responsible for advising them on social, health and hygiene development.
·  to deal with minor incidents and the health and hygiene of the children and where necessary, escort them home.
·  promote the inclusion and acceptance of all pupils within the classroom. Encourage pupils to interact and work co-operatively with others and engage in all activities.
·  Support for the Teachers:
·  within an agreed system of supervision, to work with the Teacher to develop lessons, work plans and the classroom environment.
·  to record the progress of children through exams and tests.
·  to feedback the achievements of pupils to colleagues through the agreed monitoring systems.
·  to report on pupil achievements and adjust their work as necessary
·  to take a lead role in planning, development and organisation of systems/procedures/policies.
·  to lead on developing behaviour strategies. To be proactive in managing behaviour to promote self control, independence and integration.
·  to provide other administrative support including dealing with photocopying, correspondence, compilation/analysis/reporting on attendance, exclusions etc, making phone calls etc and liaison with relevant bodies (for example, feeder schools or nurseries).
·  to work within an agreed system of supervision with small groups of children and to take responsibility for their learning.
·  to accompany Teachers and classes on educational visits.
·  to work with small groups of children and to take responsibility for their learning.
·  Support for the Academy:
·  To undertake line management responsibilities where appropriate including:
o  manage other Teaching Assistants.
o  liaise between managers/teaching staff and Teaching Assistants.
o  be aware of and comply with policies and procedures relating to child protection, health and safety, security and confidentiality, reporting all concerns to an appropriate person.
o  establish constructive relationships and communicate with other agencies/professionals, in liaison with the Teacher, to support achievement and progress of pupils.
o  recognise own strengths and areas of specialist expertise and use these to lead, advise and support others.
o  contribute to the identification and running of appropriate out of academy learning activities which consolidate and extend work carried out in class.
o  to attend meetings with line managers as required.
o  to promote equal opportunities at all times.
·  Support for the Curriculum:
·  be responsible for the management of stock levels and for the maintenance/quality/safety of specialist equipment.
·  advise, demonstrate and assist in the safe and effective use of specialist equipment/materials, including use of ICT.
·  determine need for, select and prepare the use of specialist equipment, plans and resources necessary to both lead and support learning activities, taking into account pupils’ interests, language and cultural backgrounds.
·  Special Educational Needs:
·  determine need for, select and prepare the use of specialist equipment, plans and resources necessary to both lead and support learning activities, taking into account pupil’s interests, language and cultural backgrounds.
·  establish and develop productive working relationships with pupils acting as a role model and developing 1:1 mentoring arrangements and providing support for pupils.
·  JOB LEVEL OVERVIEW
The Job Holder is subject to managerial control and the job is generally subject to practices and procedures that have clear precedents, or are covered by closely defined policies. The Job Holder will certainly possess some specialised skills that may have been gained through 'on the job' experience. The Job Holder's performance will have either a minimal impact on plc performance, or a very small impact on Business Group performance.
Carillion Academies Trust has a commitment to safeguard and promote the welfare of children and/or young people. We have robust processes and procedures to reduce risk and continuously promote a positive culture of safeguarding amongst our workforce.
The post involves working with children and/or young people and is subject to Carillion Academies Trust’s safer recruitment process.

·  MAIN ACCOUNTABILITIES

·  OPERATIONAL ACCOUNTABILITIES
·  accountable for the completion of standard or non-standard tasks, within the scope of the function.
·  delivers activities to support operational objectives for their role.
·  inputs to planning activities with horizons of typically up to 6 months.
·  makes decisions within parameters set by manager, using job/specialist experience.
·  interacts with client or users around specific work efforts and deliverables.
·  supports delivery of Health and Safety policy and standards.
·  supervises the activities of others to meet deadlines and quality standards taking account of impact outside area of responsibility.
Focus of work on the completion of a set of related tasks for a particular section or service with the ability to accommodate new tasks.
·  FINANCIAL ACCOUNTABILITIES
·  Identifies ways to reduce cost and deliver value for money
·  Work within a given budget, usually without authorised spend of their own.
·  PEOPLE ACCOUNTABILITIES
·  May be required to supervise a small team.
·  Co-ordinate available resource to deal with the work in hand.
·  Required to assist less experienced staff.
·  Responsible for performance management issues and recommending disciplinary actions.
·  KNOWLEDGE AND APPLIED SKILLS
·  Working knowledge of one functional area through job experience & training.
·  Previous HLTA experience.
·  Organisational and Planning skills.
·  Understanding Behaviour Management and application.
·  Good IT skills.
·  The ability to lead and motivate a team.
·  Excellent Interpersonal skills.

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·  BEHAVIOURIAL COMPETENCIES
People Success Factors:
·  Planning & Organising
·  Achieving and Doing
·  Building Relationships
·  Delivery through People
·  Business Awareness
·  Customer Focus
·  Contributing to Continuous Improvement
·  Dealing with Change

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·  ADDITIONAL ROLE INFORMATION
·  Hold relevant qualifications to at least NVQ Level 2
·  Numeracy and Literacy skills to the equivalent of GCSE (A-C).
·  BENEFITS PACKAGE
Salary and benefits package in line with Carillion Bench Mark the National Standards for Teachers Pay.

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2  Person Specification

Attributes / Essential / Desirable / Method of Assessment /
Educational Attainment / ·  NVQ 4/ HLTA status or equivalent qualification or experience in relevant area / ·  Evidence of further training/ Development
·  First Aid qualification / ·  Application form
·  Certificates
·  Interview
Work Experience / ·  Substantial experience in a support environment relevant to the post
·  Experience of working with Early Years pupils
·  Experience of leading small groups
·  Experience of whole class teaching. / Experience of working with KS1 and KS2 pupils / ·  Application form
·  Interview
·  References
Knowledge/
Skills/
Aptitudes / ·  Effective use of ICT to support learning
·  Use of other technology equipment – PC, video, photocopier etc
·  Understanding of relevant polices/codes of practice and awareness of relevant legislation
·  Understanding of national/foundation stage curriculum and other basic learning programmes/strategies
·  Understanding of child development and learning
·  Ability to self-evaluate learning needs and actively seek learning opportunities
·  Excellent numeracy/literacy skills
·  Training in the relevant learning curriculum / ·  Interview
·  References
Disposition / ·  Work constructively as part of a team, understanding classroom roles and responsibilities and your own position within these
·  Ability to relate well to children and adults
·  Committed to the principals of equality and diversity
·  Flexible approach to work / ·  Interview
·  References
Circumstances / ·  Enhanced clearance from the Criminal Records Bureau / ·  CRB check
·  Application form

3  Application Form

1.  Personal Details

Surname: / Forename(s):
Title: / Details of any previous Surnames:
Position applied for:
Address: / Telephone numbers:
Home:
Work:
May we contact you at work?
Mobile:
Email:
Postcode: / National Insurance number:
Are you free to remain and take up employment in the UK?
Please tick the relevant box: Yes  No 
Work Permit details, if appropriate:
If you are selected for an interview, and before you can commence employment, you will need to provide documentary evidence that you are entitled to work in the UK. This will require you to produce original not a copy of the document(s) as shown in the Appendix.
Compulsory Declaration of any Convictions, Cautions or Reprimands, Warnings or Bind-Overs:
Jobs in schools/academies are exempt from the provisions of Section 4 (2) of the Rehabilitation of Offenders Act 1974. You must therefore declare, whether spent or not, any convictions, cautions or reprimands, warnings or bind-overs which you have ever had and give details of the offences. The fact that you have a criminal record will not necessarily debar you for consideration for this appointment.
Do you have ANY convictions, cautions or reprimands, warnings or bind-overs?
Please tick the relevant box: Yes  No 
If the answer is “yes”, you must record full details in a separate, sealed envelope marked with your name and ‘Confidential Criminal Record Declaration’ and enclose it with your application. In accordance with statutory requirements, an offer of appointment will be subject to satisfactory DBS clearance.
A copy of this notice will be sent to your referees.

2.  Employment History

PRESENT OR MOST RECENT EMPLOYMENT
Name and address of present /most recent employer:
Nature of business: / Job title:
Are you currently employed by this organisation?
Date of appointment: / Grade and details of allowance:
Salary scale and current salary:
Notice required:
Date available to take up new post:
Reasons for leaving (if applicable):

3.  Employment continued.

Name of School or College AND
Position Held / Type of School or College / Number on Roll / Status / Exact Dates
Full or Part-time / Salary
Scale / From / To
D / M / Y / D / M / Y

4.  Employment Experience (Other than Teaching)

Employer (Name & Address) / Position / Responsibilities / From / To / Reason for leaving

5.  Qualifications and Training

EDUCATIONAL AND ACADEMIC QUALIFICATIONS (Secondary, Further/Higher/Work based)
Please give details of your education with examination dates, results and qualifications obtained. Please include any training and membership of professional bodies, relevant to the application. Evidence of qualifications may be requested. (Please continue under the Additional Information section if necessary)
Educational Institution / From / To / Qualifications gained (Subjects/Grades)

6.  Continuing Professional Development

Please list recent courses and professional development in which you have been involved in the past 3 years and that you consider relevant to this post. (Please continue under the Additional Information section if necessary)
Subject / i. Training Provider / Duration / Dates

7.  Supporting Statement