▷ [Urgent] Educational Teaching Assistant - Newsome Academy

Kirklees Council are advertising this role on behalf of Newsome Academy

Post

Educational Teaching Assistant - ARP for Physical Impairment

Overview

This post is cited in the ARP for Physical Impairment within Newsome Academy, which provides support for children with physical impairment, their families and designated local mainstream schools.

Interviews

TBC

Start Date

ASAP

Core Purpose

The Additionally Resourced Provision meets the needs of children with complex physical needs within KS3 and KS4 at Newsome Academy. It forms one of four strands of support for children with complex communication and interaction needs, sensory and physical impairment, cognition and learning, and social, emotional, mental health.

This role is required to work as part of a specialist team including teachers, support staff and a range of other professionals to support the learning and welfare of targeted children and where appropriate ensure smooth transition to their designated local school. The role includes assessing need, providing learning and educational activities, developing skills, supporting integration and transition, securing children’s physical and emotional wellbeing, whilst raising self-esteem and encouraging independence.

This role will involve a combination of support on a one-to-one and small group basis either in or out of the classroom or specialist provision base. It also involves working with staff from other schools in order to prepare them to fully meet the needs of the children in their local mainstream school. The post involves working in partnership with parents/carers and families in order to build confidence and trust.

Outcomes – Role Specific

- Families / carers of children receiving support from the resourced provision are regularly contacted and are involved in the identification of needs, setting of targets and monitoring of progress in all areas.
- Children, families and schools are provided with support and advice to achieve positive outcomes and meet needs.
- Schools and other external agencies are supported as appropriate in assessment of children’s needs, in developing effective support strategies, implementation of additional needs and other plans through modelling of good practice.
- Children successfully transition to the designated local school within agreed timescales as a result of successful staff intervention.
- Appropriate communication and access arrangements are in place and used effectively to enable access to learning and communication.
- Relevant and appropriate support processes are in place under the direction of the teacher or advanced educational teaching assistant.

Outcomes – Generic

- Children are able to play a full part in school, community and family life
- Individuals and groups of children are engaged in all learning activities, learn effectively and make good progress
- Staff maintain high expectations of all children to achieve as well as possible
- Children are managed effectively and appropriately during lessons, break times, lunchtimes and when required travel to and from school or out of school visits and activities
- Teaching resources are researched, selected and prepared so that they meet the diversity of children’s needs and interests
- Information Communication Technology (ICT) is used effectively to support learning activities
- Children’s competence and confidence is increased as a result of staff encouragement and feedback
- Children’s records of progress, attendance and attainment, including observations, target setting and review notes, are maintained and analysed in order to evidence outcomes from interventions and actions taken
- Relevant training and development opportunities are taken up in order to improve practice as required by the Head Teacher/Local Authority (LA). This may include shadowing, attending training courses, participating in coaching and discussion with colleagues
- Positive and quality working practices are in place with host schools
- There is effective liaison with external agencies
- ARP and School policies are adhered to and implemented consistently
- Other duties and responsibilities of an equivalent nature are undertaken, as may be determined by the post holder’s supervisor from time to time, in consultation with the post holder

Miscellaneous

You will be expected to carry out your duties in line with the academy’s policies, procedures, relevant legislation and requirements of the Specialist Provision Service level Agreement. You will be made aware of these in your appointment letter, statement of particulars, induction, ongoing performance management and development, as well as through Council and academy communications.

This job description is not necessarily a comprehensive definition of the post. It will be reviewed annually.

Impact Education Multi Academy Trust is committed to safeguarding staff and students and expects all employees and volunteers to share this commitment. All posts are subject to an enhanced Disclosing and Barring Service DBS check. All interviews will include a question about safeguarding and any anomalies identified in pre-recruitment checks will be discussed at interview.

For further information about working for Impact Education MAT, please visit our website:

www.i-mat.org.uk

How To Apply

Please apply via MyNewTerm website.

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