The posting
TEACHING ASSISTANT - ROLE DESCRIPTION
Purpose of the role
Working under the direction of teachers and senior staff, provide high-quality learning, care and pastoral support for pupils with additional needs. Enable meaningful access to the curriculum, promote inclusion and wellbeing, and help pupils develop the confidence, skills and independence to Believe, Achieve and Succeed. Support may take place in classrooms and other learning environments.
Supporting pupils
Build positive, professional relationships and respond sensitively to each pupil’s individual communication, learning, sensory and emotional needs.
Support pupils’ safety, inclusion, participation and access to appropriately adapted learning activities.
Help implement individual education, behaviour and personal care programmes in accordance with agreed plans and training.
Promote independence by using appropriate scaffolding, modelling and questioning, then gradually reducing support as pupils become more confident.
Encourage positive interactions, self-esteem, resilience and responsibility for learning and behaviour.
Provide constructive feedback to pupils on their learning and achievements, under teacher guidance.
Supporting teaching and learning
Work closely with teachers to understand lesson objectives, planned adaptations and the intended role of adult support.
Prepare and maintain resources and a purposeful, welcoming learning environment, including displays of pupil work.
Deliver agreed learning activities and interventions, adapting approaches in response to pupils’ needs and teacher direction.
Observe, record and communicate pupils’ progress, engagement and barriers to learning accurately and promptly.
Use appropriate literacy, numeracy, ICT and assistive resources to support access, engagement and increasing independence.
Promote positive behaviour in line with school policy, using agreed approaches to de-escalation and supporting pupils’ self-regulation.
Undertake routine assessment, invigilation, marking and administrative duties as directed.
Working with others and contributing to school life
Communicate professionally and constructively with colleagues, families and other professionals, within agreed responsibilities and confidentiality requirements.
Contribute to a collaborative team culture, sharing relevant observations and seeking guidance when needed.
Support supervision before and after lessons, at breaks and lunchtimes, and on educational visits, as required.
Attend relevant meetings, training and performance development activities; reflect on practice and apply feedback.
Work flexibly across learning spaces and activities in response to pupil and operational needs.
Safeguarding and professional responsibilities
Follow school policies on safeguarding and child protection, health and safety, confidentiality, data protection, equality and inclusion.
Record and report safeguarding, welfare, behaviour or safety concerns promptly through the appropriate school procedures.
Maintain appropriate professional boundaries and uphold the school’s values and high expectations for all pupils.
Knowledge, skills and attributes
NVQ Level 2 or a relevant equivalent qualification.
Understanding of child development, learning and the needs of pupils with SEND; knowledge of relevant curriculum approaches and policies.
Effective communication, teamwork, organisation and ICT skills; ability to build positive relationships with children and adults.
A patient, caring, adaptable and proactive approach, with a commitment to professional learning.
Appropriate first-aid awareness and willingness to undertake required training.
Review of the role
This description outlines the principal responsibilities of the post and may be reviewed as the needs of the Academy evolve. Any significant changes will be discussed with the postholder and will remain consistent with the general nature and level of the role.
