1:1 Learning Support HLTA (equating to 0.6 FTE)

Learning Support HLTA: working 1:1 with children with Specific Educational Needs

Cameron Vale School is a small, forward thinking and growing, one form entry independent school for boys and girls aged 6 months to 11 years.

We are looking to recruit a calm, flexible and proactive SEND HLTA to join our school and work with children in a 1:1 role, from January 2025, or soon after.

The purpose of this role is to assist in supporting children with SEND whether it be in the classroom, offsite at Forest School or supporting sporting activities such as swimming or team sports.

The ideal candidate may have some of the following experience:

·      working within a primary school setting

·      experience of working with children with SEND

·      background in studying psychology

·      understanding of neurodiversity

·      recently qualified teacher looking for more experience

The successful applicant will offer classroom, individual, behavioural and administrative support as well as supporting our teachers in creating a positive and inspiring learning environment for our children.

It is integral that the candidate empathises with pupils who experience difficulty with school life and building a trusting relationship with the pupils is key.

Alongside a genuine passion for working with young children, you must be flexible, adaptable and hard working. Candidates must be well organised who can work independently and as part of a team. Training and additional support will be provided.

Cameron Vale School is committed to safer recruitment practice and promoting the welfare of children and expects staff and volunteers to share this commitment. Pre-employment checks will be undertaken before any appointment is confirmed. The post is subject to an enhanced DBS clearance check. 

Our framework for HLTAs includes the following guidelines:

o  To work under the instruction/guidance of teaching/senior staff to undertake work/care/support programmes

o  To enable access to learning for pupils and to assist the teacher in the management of pupils and the classroom. Work may be carried out in the classroom or outside the main teaching area

o  Supervise and provide particular support for pupils, including those with special needs, ensuring their safety and access to learning activities

o  Assist with the development and implementation of Individual Education/Behaviour Plans and Personal Care programmes

o  Establish constructive relationships with pupils and interact with them according to individual needs

o  Promote the inclusion and acceptance of all pupils

o  Encourage pupils to interact with others and engage in activities led by the teacher

o  Set challenging and demanding expectations and promote self-esteem and independence

o  Provide feedback to pupils in relation to progress and achievement under guidance of the teacher

o  Have regard for the need to safeguard pupils wellbeing by following relevant statutory guidance along with school polices/ practice

SUPPORT FOR TEACHERS

o  Support the class teacher to maintain a stimulating and safe learning environment by organising and managing the physical teaching space and resources

o  Use strategies, in liaison with the teacher, to support pupils to achieve learning goals

o  Assist with the planning of learning activities

o  Monitor pupils’ responses to learning activities and accurately record achievement/progress as directed

o  Provide detailed and regular feedback to teachers on pupils achievement, progress, problems etc.

o  Promote good pupil behaviour, dealing promptly with conflict and incidents in line with established policy and encourage pupils to take responsibility for their own behaviour

o  Establish constructive relationships with parents/carers

o  Administer routine tests and invigilate exams and undertake routine marking of pupils’ work

o  Provide clerical/admin. support e.g. photocopying, typing, filing, money, administer coursework etc.

o  Liaison with external support providers (eg OT, SALT) to ensure informed decision making can take place on interventions/ provision

SUPPORT FOR THE CURRICULUM

o  Undertake structured and agreed learning activities/teaching programmes, adjusting activities according to pupil responses

o  Undertake programmes linked to local and national learning strategies e.g. literacy, numeracy, progress and feeding back to the teacher

o  Support the use of ICT in learning activities and develop pupils’ competence and independence in its use

o  Prepare, maintain and use equipment/resources required to meet the lesson plans/relevant learning activity and assist pupils in their use

o  Be aware of and comply with policies and procedures relating to child protection, health, safety and security, confidentiality and data protection, reporting all concerns to an appropriate person

o  Be aware of and support difference and ensure all pupils have equal access to opportunities to learn and develop

o  Contribute to the overall ethos/work/aims of the school

o  Appreciate and support the role of other professionals

o  Attend and participate in relevant meetings as required

o  Participate in training and other learning activities and performance development as required

o  Assist with the supervision of pupils out of lesson times, including before and after school and at lunchtime

o  Accompany teaching staff and pupils on visits, trips and out of school activities as required and take responsibility for a group under the supervision of the teacher

Qualifications

o  Good numeracy/literacy skills, spoken and written (GCSE equivalent or higher)

o  Level 6 or HLTA

o  Training in the relevant learning strategies e.g. literacy

o  First aid training/training as appropriate

Knowledge & Skills

o  Experience and training to work with children with specific needs

o  Effective use of ICT to support learning:

o  Microsoft products (outlook, Word, Excel, Teams)

o  Use of other equipment technology – video, photocopier

o  Understanding of relevant polices/codes of practice and awareness of relevant legislation

o  General understanding of national/foundation stage curriculum and other basic learning programmes/strategies

o  Basic understanding of child development and learning

o  Commitment to improve own practice through self-evaluation and awareness

o  Ability to relate well to children and adults

o  Work constructively as part of a team, understanding classroom roles and responsibilities and your own position within these