Teaching Assistant

Reports to: Headteacher

• Assist teaching staff to prepare classrooms for lessons and activities.
• Assist with school trips, events and activities.
• Encourage pupils to interact with others and engage in activities led by teaching staff.
• Supervise pupils’ work and offer support where necessary.
• Provide administrative and clerical support to teaching staff and other TAs regarding lesson planning and resources.
• Monitor the needs and behaviour of pupils, and report these to teaching staff where appropriate.
• Undertake pupil record keeping as requested, e.g. taking registers.
• Assist teaching staff and other TAs with creating and maintaining displays throughout the school.
• Establish and maintain constructive relationships with pupils’ parents and deliver pastoral support as required.
• Be a good role model to pupils in terms of behaviour and attitude.
• Provide teaching cover as and when required.
• Take a lead role in supporting pupils with SEND.
• Work independently and collaboratively with teaching staff in the planning and preparation of resources and delivery of the curriculum.
• Advise, demonstrate and assist in the safe and effective use of specialist equipment and resources.
• Be proactive in managing pupil behaviour.

• Contribute to the ethos, value and aims of the school.
• Comply with all relevant legislation and school policies, including those relating to safeguarding, health and safety and data protection.
• Promote inclusion and acceptance of all pupils.
• Assist with the supervision of pupils out of lesson times, including before and after school and at lunchtimes.
• Maintain good working relationships with other staff members and keyholders, including parents and external agencies.
• Share expertise and skills with other staff members.
• Participate in meetings as required.
• Undertake any duties which may reasonably fall within the level of responsibility and the competence of the post, as directed by the headteacher.
• Work with line managers on timetable arrangements.

• Develop a secure knowledge of the learning support needs of individual pupils.
• Identify where pupils are struggling, e.g. engaging with a particular topic, and support them in understanding the information and complete the work.
• Support the use of ICT and computing in learning activities, and develop pupils’ competence and independence in its use.
• Undertake activities set by teaching staff with individuals, or groups of pupils, to support pupils’ learning.
• Assist teaching staff to implement a variety of teaching strategies that support pupils in achieving their learning goals.
• Assist teaching staff and the SENCO with the creation of individual learning plans for pupils.
• Provide new and ongoing support for individuals or groups of pupils who need extra interventions to achieve their potential.
• Provide support to pupils in specialist areas of learning as required.
• Implement individual support for pupils based on their needs and circumstances, e.g. deliver support in line with a pupil’s EHC plan.
• Determine the need for specialist equipment and resources to support pupils’ learning.
• Modify teaching and adapt activities to suit pupils’ individual needs.
• Identify ways to improve pupil performance.
• Assess, record and report on the progress of pupils and use this information to extend their learning.

• Work closely with teaching staff, other TAs and the SENCO to close the attainment gap between individual pupils, groups of pupils, and their peers.
• Assist the SENCO in the production of a timetable that ensures pupils are not repeatedly missing the same lesson to join interventions.
• Contribute towards pupils’ annual reviews and report on the effectiveness of the interventions in place.
• Assist in arranging extra time and access arrangements, as appropriate, where external examinations or tests are administered.
• Liaise with the SENCO regularly to review the progress of individual pupils with SEND and the overall SEND provision in the school.
• Assist in the coordination and provision of interventions for named pupils or groups of pupils.

• Participate in training and other professional development as required.
• Provide the school with feedback on any training or professional development undertaken.
• Report professional development progress to an assigned mentor and set goals for further professional development.