Job Details (Back to Job List)

If you have reason to believe this job is out of date, please let us know.

Graduate Programme Teaching Assistant

Cheltenham

Start date:  ASAP
Contract: 30.5 hours per week, 39 weeks per year (term time plus 1 week) Fixed Term contract until 31st August 2025
Responsible to: SEND Lead Practitioner

An exciting opportunity has arisen to join Cheltenham Bournside School as a Graduate programme Teaching Assistant. We are looking to appoint a Teaching Assistant to work within our Special Educational Needs Department, supporting the effective operation of the SEND provision on a day to day basis in school. Graduates in Maths, English or Science would be desirable, although other subjects specialists would be considered. Teaching Assistants play a vital role in our SEND support and provision as part of the SEND Team which is led by the SENDCO and the SEND Lead Practitioner. Teaching Assistant support students through 1:1 interventions, small group work as well as main classroom support.

This opportunity is specifically aimed at recent graduates who are considering a career in teaching. We are founder members of the Gloucestershire Initial Teacher Education Partnership (GITEP) who are one of the few training institutions rated by the OFSTED as “Outstanding”. If appointed we would provide tailored support to help with your application to GITEP and as you take the next step in your career.

The Graduate programme includes in-house training sessions, observational visits to other schools, coaching programme and additional CPD activities depending on your specialist areas. Although starting with us would not imply a firm commitments to train as a teacher, the appointment would be fixed contract which will give you the opportunity to decide whether you would like to make teaching your career.

Job Description:

Purpose

• The Teaching Assistant will work as part of the Special Educational Needs Department, supporting the effective operation of the SEND provision on a day to day basis in school.
• To act as a positive role model embodying the school’s values of Purposeful, Proud, Respectful, Curious, Supportive and Ambitious.
• To ensure the school and departmental vision is actively implemented (along with all relevant school policies and procedures) working with the SEND Lead Practitioner

Responsibilities

PART ONE: Pastoral

1 Set high expectations which inspire, motivate and challenge students
• Establish a safe and stimulating environment for students, rooted in mutual respect
• Demonstrate consistently the positive attitudes, values and behaviour which are expected of students.
2 Manage behaviour effectively to ensure a good and safe learning environment
• Have clear rules and routines for behaviour in the classrooms, and take responsibility for promoting good and courteous behaviour both in and around the School, in accordance with the School’s Behaviour policy
• Have high expectations of behaviour
• To register students attending an intervention within the first 10 minutes, ensure that they arrive punctually, that they are following the school’s uniform policy and are equipped to learn
• Maintain good relationships with students, exercise appropriate authority, and act decisively when necessary.

3 Fulfil wider professional responsibilities
• Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support
• Communicate effectively with parents with regard to students’ needs and well-being
• To keep up to date and comply with all school policies and procedures
• To attend weekly staff briefings, scheduled staff meetings and other professional meetings according to the school’s published annual calendar, where required
• To alert the appropriate staff to problems experienced by students where necessary
• To set a good example in terms of dress, punctuality and attendance.

PART TWO: Personal and professional conduct

A member of staff is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

School employees uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside School, by:

• Treating students with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to your professional position
• Having regard for the need to safeguard students’ well-being, in accordance with statutory provisions and adhere to the school’s Health and Safety policy and Child Protection and Safeguarding policy
• Showing tolerance of and respect for the rights of others
• Not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs
• Ensuring that personal beliefs are not expressed in ways which exploit students’ vulnerability or might lead them to break the law.

Any member of staff who leads or is a supporting member for a trip or visit, should abide by the school’s code of conduct for school trips and visits, which can be found in Public Documents

PART THREE: Specific to the role

• Demonstrate an informed and efficient approach to teaching and learning by adopting relevant strategies to support the work of the teacher and increase achievement of all pupils including, where appropriate, those with special educational needs and disabilities.
• Promote, support and facilitate inclusion by encouraging participation of all pupils in learning and extracurricular activities.
• Contribute to effective assessment and planning by supporting the monitoring, recording and reporting of pupil performance and progress as appropriate to the level of the role.
• Communicate effectively and sensitively with pupils to adapt to their needs and support their learning.
• Maintain a stimulating and safe learning environment by organising and managing physical teaching space and resources.
• Recognise and respect the role and contribution of other professionals, parents and carers by liaising effectively and working in partnership with them.
• With the class teacher, keep other professionals accurately informed of performance and progress or concerns they may have about the pupils they work with.
• To keep teachers up to date with any changes in the needs being presented by the student or revised strategies that may have been suggested by the SEND team or other agencies and/ or professionals.
• Understand their responsibility to share knowledge to inform planning and decision making.
• Understand their role in order to be able to work collaboratively with classroom teachers and other colleagues, including specialist advisory teachers.
• Communicate their knowledge and understanding of pupils to other school staff and education, health and social care professionals, so that informed decision making can take place on intervention and provision.
• Share responsibility for ensuring that their own knowledge and understanding is relevant and up to date by reflecting on their own practice, liaising with school leaders, and identifying relevant professional development to improve personal effectiveness.
• Take opportunities to acquire the appropriate skills, qualifications, and/or experience required for the teaching assistant role, with support from the school/employer.
• Demonstrate expertise and skills in understanding the needs of all pupils (including specialist expertise as appropriate) and know how to contribute effectively to the adaptation and delivery of support to meet individual needs.
• Demonstrate a level of subject and curriculum knowledge relevant to their role and apply this effectively in supporting teachers and pupils.
• To support the development of a challenging learning environment and promote pupils’ self –esteem and independence.

Person Specification
Essential

• Excellent literacy and numeracy skills (minimum of grade 4 / C at GCSE or equivalent) in both English Language and Maths

• Ability to self-evaluate learning needs and actively seek learning opportunities
• Ability to relate well to children and adults
• Work constructively as part of a team
• Shows a personal commitment to safeguarding and promoting the welfare and rights of young people.
• Excellent interpersonal skills both in working relationship with young students and in forming effective professional relationships
• Enthusiasm, drive and love for the job
• Committed to high personal standards at all times
• Ability to form and maintain appropriate relationships and personal boundaries with children and young people

Desirable
• Subject knowledge and a desire to support within English, Maths or Science

• Experience of working within an educational setting
• Experience of work within specific areas of SEND
• Adaption of ICT equipment to specific student needs
• Understanding of child development

Working knowledge of national curriculum and other relevant learning programmes

Please click on Apply Now to view the full Job Description and Person Specification and download an applications pack, or request one via the email address to the right of this advert.

Closing date for applications: 12th December 2024

Salary: £17,264 - £17,264 annual gross pro rata (Based on Grades E4-8)

Hours Per Week: 30.5

Apply Now

Be the First to Apply for Jobs Like This

Browse All Jobs

Browse More Jobs from the "Graduates" Category

Newsletter
To sign up up for GlosJobs weekly newsletter, please click here.