Higher Level Teaching & Learning Assistant
Stephen Perse Cambridge Junior School
Cambridgeshire
- £22,197 - £23,536 per year
- Job type:
- Full Time, Permanent
- Start date:
- September 2024
- Apply by:
- 29 August 2024
Job overview
Responsible to: Inclusion Coordinator/Head of School
Role Description
- Assisting in the support and inclusion of pupils with a range of specific provision needs within the school. Support the classroom teachers and Inclusion Coordinator to facilitate the active participation of children in the academic and social activities of the school. Contribute to raising standards of achievement of all pupils.
Main Responsibilities: Higher Level Teaching & Learning Assistant
Support for children
- Under the direction of the Class Teacher or Inclusion specialist, supervise a class in following a programme of study.
- Take responsibility for delivering learning activities with groups who would benefit from a different learning approach as agreed with the relevant teachers.
- Establish and maintain supportive and professional relationships with individual pupils, small groups and parents/carers to ensure they understand and can achieve the tasks.
- Liaise with specialist services on behalf of individual pupils, e.g., educational psychologists, speech therapists, by agreement with the Form teacher or class teacher.
- Encourage and promote inclusion in the classrooms, ensuring all pupils feel involved with tasks and activities.
- Ensure the safety of pupils through supervising pupils around the school, during their break times, lunch times and on school trips and visits.
Support for the Class teachers or the Inclusion specialist
- Contribute to reports on pupil progress and development.
- Contribute to the development of Personal Education Plans (PEPs) for children with special needs and disabilities.
- Contribute to the planning and evaluation of work programs for individual pupils and groups.
- Provide feedback on learning activities and contribute to the school review and development planning.
- Organise the learning environment and develop appropriate classroom resources as required.
- Contribute to behaviour management both in school and on trips and visits, take charge of situations to allow the teachers to continue to work with the rest of the class.
Main Responsibilities: Inclusion
Supporting the pupil
- To develop a knowledge of a range of learning support needs relevant to the school.
- To develop an understanding of the specific needs of pupils to be supported.
- To work independently using own initiative to support pupils when needed.
- To aid the pupil/s to learn as effectively as possible both in group situations and individually, inside and outside of the classroom;
- Clarifying and explaining instructions
- Ensuring the pupil is able to use necessary equipment
- Motivating and encouraging the pupil/s
- Assisting in areas of specific weakness, such as speech and language or writing tasks
- Helping pupil/s to concentrate on and finish work set
- Attending to pupils’ personal and health needs
- Developing appropriate resources to support the pupil/s
- Assisting in the management of pupils’ social interactions and behaviour
- To establish a supportive relationship with the pupil/s concerned.
- To establish acceptance and inclusion of the pupil/s in the classroom.
- To manage pupil/s as advised by the Inclusion Specialist (SENCo) and class teacher.
- To use methods of promoting/reinforcing the pupils’ self esteem.
- To ensure the safety of the pupil/s while in your care.
- To carry out any specific duties as outlined in the pupil/s Personal Education Plan.
Supporting the Inclusion Specialist (SENCo) and Class Teacher
- To assist the SENCo to develop a suitable programme of support and then carry out the programme, within the classroom or in a withdrawal situation where necessary.
- To maintain the SEND team’s system of recording and monitoring of pupils’ progress.
- To provide feedback about pupils’ difficulties and/or progress to the SENCo and class teacher.
- To write reports about the pupil/s’ progress as requested by the SENCo.
- To participate in the evaluation of the support programme, with the SENCo and class teacher.
- To help adapt/find differentiated materials to enable pupil/s to access the class curriculum.
- To report any problems about arrangements or any incidents to the SENCo, or if unavailable, to the class teacher/Head of School.
Support for the school
- Develop and maintain effective working relationships with other staff in the School and the parents or carers.
- Contribute to the maintenance of a safe and healthy environment.
- When required attend and actively participate in staff meetings.
- When required attend and actively participate in school events outside of the school day for example concerts, workshops, residential trips and open days.
- When required be flexible in working with other parts of Stephen Perse.
- Make suggestions for school events and help with the organisation of them.
General Responsibilities
- Act as an excellent ambassador for Stephen Perse at all times.
- Build and maintain good working relationships with all Stephen Perse colleagues.
- Assist as necessary in other Stephen Perse areas at peak times.
- Work at all times towards the aims and goals of Stephen Perse and any individual objectives and targets you may have agreed.
- Proactively identify areas for improvements within Stephen Perse.
- Actively promote Stephen Perse Equal Opportunities Policy, encouraging staff awareness and participation in all areas.
- Act in accordance with the Data Protection principles at all times.
- Adhere at all times to Stephen Perse operational and employment policies and procedures.
- Take care of your own health and safety and that of people who may be affected by what you do (or do not do).
- Cooperate with others on health and safety, and not interfere with, or misuse, anything provided for your health, safety or welfare.
- Follow the training you have received when using any work items Stephen Perse has provided.
- Adhere to Stephen Perse’s Privacy Notice and ensure private and confidential data is kept secure and disposed of in the appropriate manner.
Safeguarding and welfare of children
The post holder’s responsibility for promoting and safeguarding the welfare of children and young persons for whom s/he is responsible, or with whom s/he comes into contact, will be to adhere to and ensure compliance with Stephen Perse’s Safeguarding and Child Protection Policy statement at all times. If, in the course of carrying out the duties of the post, the role-holder becomes aware of any actual or potential risks to the safety or welfare of children in the School, s/he must report any concerns to the School’s Designated Person or the Stephen Perse Designated Safeguarding Lead.
All employees of Stephen Perse adhere to the Safer Working Practices guidance and all teaching staff are required to adhere to the Teaching Standards which can be found on the government website.
Hours of work
The position is term-time only plus 5 INSET days (36 weeks); Monday to Friday 8.00am - 4.30pm (to include support for late stay on site).
Salary
£22,197 per annum (£25,664 FTE) - £23,536 per annum (£27,212 FTE).
Attached documents
About Stephen Perse Cambridge Junior School
- Stephen Perse Cambridge Junior School
- Shaftesbury Road, Cambridge
- Cambridgeshire
- CB2 8AA
- United Kingdom
The Stephen Perse Foundation
The Stephen Perse Foundation is a family of independent schools combining excellent results and achievement alongside personal wellbeing located across Cambridge and Saffron Walden; educating boys and girls from nursery to sixth form where students gain an exceptional skill set that supports ambition, nurtures talent, encourages creativity and critical thinking leading to success and self-fulfilment.
History of the Stephen Perse Foundation
Formerly the Perse Girls School, founded in 1881, the Foundation developed to become the Stephen Perse Foundation in 2007, and first admitted boys into the Senior School in 2017. The Foundation has grown over recent years, adding a co-educational sixth form to its highly successful Senior School in 2008, and four nurseries and early years settings (three in Cambridge and one at Dame Bradbury’s in Saffron Walden) between 2010 and 2021. The Foundation has been fully co-educational in all settings since 2017 and now comprises four nurseries, two junior schools, a senior school and sixth form.
Predominantly a day school, there are currently 65 (mainly sixth form) boarders. As well as its reputation for academic excellence, The Stephen Perse Foundation is renowned for an innovative approach to education, and a focus on preparing students for the future.
Leadership structure
The Foundation is a Charitable Trust with a typical governance structure of a large voluntary board with a breadth of professional experience. Many of our Governors work within the Colleges or Faculties of Cambridge University, or in the local Cambridge or wider economy. A number of Governors are current or recent parents. Strategic objectives and budgets are proposed by the Principal and the Operational and Educational Executive and refined through discussion with Governing Body committees, before ratification by the Governing Body.
The School is led and managed by the Principal and the Executive, which currently comprises the Principal, Vice Principal, Chief Financial Officer, Charitable Foundation Director and Senior Deputy Head (11-18). It is envisaged that the Head of Dame Bradbury’s will be one of a number of appointments to be made in the coming year that will bolster the capacity of the Executive and the wider leadership of the Foundation. Richard Girvan took up post as Principal in 2020 and the Foundation is part-way through a leadership and management review, with the establishment of a new committee structure of middle and senior leaders within and between our settings. The Principal and Senior Deputy Head (11-18) oversee the Secondary School, with the Vice Principal having oversight of the 1-11 settings. Each Junior school site is currently led day to day by a Head of School and the four nurseries are collectively led and managed by a Head and Deputy Head of Nurseries and EYFS, with on site nursery managers in each setting.
Centralised HR, Finance, Admissions, Estates, Marketing, Facilities, Data, Compliance and IT support departments serve all of the schools of the Foundation and their work is coordinated through a dedicated Heads of Sections committee. The Admissions and Marketing teams are based at Rosedale House, with other support departments run largely from the Cambridge sites.
Curriculum
The Stephen Perse Foundation aims to foster modern scholarship through exceptional teaching and a dynamic, flexible and rigorous academic curriculum. We recognise that we are educating children in preparation for life in an ever-changing, global and digital world. Pupils gain an exceptional skill set at Stephen Perse; an all-round education that supports ambition, nurtures talent, and encourages creativity and critical thinking, leading to personal achievement and self-fulfilment. Pupils gain the skills, knowledge and practical experience to become the change-makers of their future world. Pupils have access to iPads across the curriculum (The Foundation has ‘Apple Distinguished School’ status) and digital skills are learnt and applied within all lessons in tandem with the acquisition of core academic knowledge and skills. Teaching is delivered by class teachers and subject specialists, inspiring and enabling pupils to develop in the creative subjects, languages, mathematics, English, sciences, humanities and physical education.
Sport
Physical activity and an enjoyment of being outdoors are important facets of our education for all our pupils. As well as the generous provision within curriculum time, there is a good range of sports clubs for the children to choose from and the teaching of rugby, hockey, cricket and netball. There's an emphasis on sportsmanship and fair play, as well as teamwork and we strive for a balance between stretching the best athletes and being inclusive. For most sports, there are house competitions, pupil sport captains, with cups for individual sports, and the overall House Sports Cup is presented to the winning house on sports day. There is an extensive fixture programme across the range of sports with local schools for Years 3-6 organised by the Head of Sport.
Performing Arts
Music is part of the core curriculum with orchestra and choir integral to the timetable. Everyone plays an instrument and over half of pupils take specialist lessons. There is a significant programme of clubs and opportunities for pupils to develop and take part in groups organised by the Head of Performing Arts.
Our pupils have plenty of opportunities to take to the stage. We put on plays and concerts, as well as many other events, including visits by the Young Shakespeare Company and Freshwater Theatre. All of our Year groups perform to the parent body at some point in the year to showcase their music and drama skills. In Year 6, children can also learn to use the sound and lighting rig, so everyone can get involved in putting on a show-stopping performance.
CDE
The CDE curriculum gives children a space in which their ideas can run wild. From sewing and sketching, to model building and using iPads to create avatars, the studio is a place where pupils’ imaginations have a creative outlet. Specialist teaching for CDE is for Years 4-6 by our Head of CDE.
Outdoor Learning
In Forest School children enjoy and explore the natural world as they learn about native trees, identify local birdlife and discover exactly which wood is best for making a bow and arrow. They go in all weathers and love every minute. We have a Forest School Lead across the Foundation who works with EYFS and Years 1 and 2.
Our outside learning programme and Forest School status mean that our grounds often double as a classroom, helping children to understand and appreciate the natural world. There's plenty to explore, including our teaching and environmental gardens and a dipping pond. We also have access to local woodlands and open spaces which our children use to develop their Forest Skills even further.
While they’re having fun, they’re also learning skills such as teamwork, woodland crafts, how to use tools and staying safe outdoors. They discuss what they want to do during a session and what they need, then work together to arrange it – building a den becomes an exercise in communication and working in a group when you’ve got heavy branches to carry. Crucially, they also learn how sustainable practices are vital to the preservation of our environment. Our Foundation Head of Sustainability works with champions at all of our sites to raise awareness and inculcate sustainability among pupils and staff.
Co-curricular
Clubs are held before school, during lunch and after school and range from chess to gardening to Lego animation, and beyond. The majority are run by teaching staff with some run by specialist teachers and coaches. Day trips and residential trips offer additional opportunities and are well supported by staff and well attended by pupils.
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