Learning Support Assistants

This is an exciting opportunity at Henry Hinde Schools for…

• a talented and dynamic Learning Support Assistant;
• forward thinking and able to generate innovative ideas;
• committed to an experiential and creative approach to learning with high expectations of children's achievement and behaviour;
• a strong team player who thrives within a group of mutually supportive colleagues;
• committed to their own professional development.
Job purpose: Learning Support Assistants make the education of their pupils/students their first concern, and are accountable for achieving the highest possible standards in work and conduct. Learning Support Assistants act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as Learning Support Assistants up-to-date and are self-critical; forge positive professional relationships; and work with others in the best interests of their pupils/students. The post holder is accountable for: · Promoting inclusion and acceptance of all pupils/students, encouraging them to interact and work co-operatively and engage in learning; · Promoting independence and development of self-esteem; · Assisting in the personal, social, emotional development of pupils/students and development of self-esteem; · Assisting with the development and implementation of IEPs/behaviour plans; · Using specialist skills/knowledge/training to provide support in specialist areas; · Working with pupils/students with complex special needs, monitoring and providing for general care, safety and welfare, including tasks connected with their social inclusion and providing for their personal, physical and health care needs; · Encouraging and reinforcing positive interactions between pupils/students working within any behaviour targets set; · Monitoring individual/group achievements of key objectives and provide feedback to the teacher; · Having an up-to-date understanding of the role and responsibilities of a level 2 post; · Contributing to the overall ethos/work/aims of the school; · Establishing constructive relationships and communication with other agencies/professionals, in liaison with the teacher. Curriculum support: · Contributing to curriculum planning and evaluation and assisting in its implementation; · Assisting in the delivery of lessons/sessions and interacting with the teacher and pupils/students as required; · Undertaking agreed learning activities/teaching programmes, adjusting activities according to pupil/student responses; · Supporting and using ICT in learning activities and develop pupils'/students' competence and independence in its use; · Preparing, maintaining and using the equipment and resources required to meet the learning activities and assist pupils/students in their use; Undertake programmes linked to local and national learning strategies, recording achievement and progress and feeding back to the teacher. Support for pupils: · Supporting individuals or groups during independent / group work e.g. explain tasks, reinforce key objectives/ concepts or vocabulary, use practical apparatus, support less able pupils/students, extend/challenge more able, keep pupils/students on task, interested, motivated and engaged; · Supporting the whole class for short periods; · Delivering planned learning activities to larger groups of children following appropriate training and provision of resources; · Supporting the preparation of and follow-up for educational visits and assist with their supervision, in accordance with an appropriate risk assessment and guidance; · Helping pupils/students to develop communication skills; · Identifying and reporting uncharacteristic behaviour patterns; · Assisting with pupil/student supervision on trips off the premises, under overall guidance of the teacher; · Using physical intervention strategies following training (e.g. Team Teach) if appropriate. Support to teacher: · Assisting with lesson/activity planning, delivery and evaluation; · Undertaking marking of work under the direction and guidance of the teacher; · Contributing to pupil/student assessment through observation and reporting; · Recording information relevant to assessment and review of pupils'/students' progress · Attending IEP and statement review meetings; · Supporting implementation of strategies to manage pupil/student behaviour; · Actively involved in day to day management of the learning environment including responsibility for the care and preparation of teaching aids, equipment, materials and differentiated resources; · Undertaking routine and non-routine administrative tasks; · Liaising with parents/carers, specialist teachers and other professional staff, share and provide information; · Assisting with the development and maintenance of the outdoor classroom and its activities and extend outdoor activities with children, where applicable. Support to the school: · Understanding and complying with policies and procedures; · Being aware of and support difference and ensure all pupils/students have equal access to opportunities to learn and develop; · Liaising effectively with parents/carers, participating in feedback sessions/meetings; · Attending and participating in regular meetings and in training and other learning activities as required; · Managing First Aid resources and administration of medicines (where appropriate) and First Aid Other duties and responsibilities of a Learning Support Assistant: Carry out other duties that the Head Teacher and/or line manager may reasonably request. Transforming Lives Educational Trust is committed to safeguarding the welfare of children and expects all staff to share this commitment. An Enhanced DBS Disclosure is required for all staff within the Trust.

Our History The Transforming Lives Educational Trust (TLET) was established in October 2016 and is a Charitable Trust and Company Limited by Guarantee. TLET grew out of a partnership between a high performing secondary school and primary school in Rugby, Warwickshire. The desire to work together arose from continuing population growth in the local community, our belief that we can shape and influence practice wider than our current schools, and the desire to provide the community with more high-quality school places. The Trust is set to grow over the coming years and currently comprises of two secondary-phase academies, Ashlawn School and Houlton School, and two primary-phase academies, Henry Hinde Infant School and Henry Hinde Junior School. Our Vision We believe in the transformative power of learning and its singular ability to broaden horizons, deepen perspectives and extend potential. Our family of academies will be recognised as the most forward-thinking and innovative organisations within the communities they serve, providing a springboard for our children, young people and staff so that they become exemplary citizens who strive to stretch their potential and become transformers in a diverse and ever-changing world.