Unison Job Description

1:1 Level 2 Teaching Assistant

Job Description

Purpose of Job: To assist the Classteacher with education, supervision and welfare of the child in the class. A level 2 TA should be able to lead group sessions and show initiative within the classroom as well as assisting parents and other supporting professionals with carrying out the child’s individual programme at the school.

Duties and Responsibilities:

To support the children’s learning in class under the direction of the class teacher and to help them to develop their self-esteem.

To support the Classteacher in developing specific activities and carrying out an individual programmes for some children.

To take the initiative and the responsibility to prepare specific activities, by collecting and setting up the necessary classroom equipment and resources in accordance with objectives set by the teacher.

To work to a specific Speech and Language programme linked to the development of the child’s development in speaking and listening

To work unsupervised with children and support the delivery of aspects of the curriculum e.g. Literacy and Numeracy.

To develop children’s use and understanding of language structures and vocabulary;also working with other pupils on individual targets in Literacy, Numeracy, andEHCPs.

To help the children to learn as effectively and independently as possible, both in group situations and on their own e.g.

clarifying and explaining instructions
ensuring the child is able to use equipment and materials
listening to the child read
assisting when children are uncertain e.g. with the meaning of words, spelling, handwriting, presentation.

To ensure the health and safety the children and report concerns or details of accidents/incidents as necessary to the Headteacher/SENCO.

To develop strategies which contribute to the school’s behaviour policy and support the children in complying with that policy.

To assist with children at the beginning and end of the day, lunchtime and in the playground and on educational trips as required.

To display the children’s work and ensure that the children’s learning and curriculum resources are kept tidy and in good order.

To implement and promote the school’s equal opportunity and race equality policy at all times and to value diversity.

To meet certainchildren’s physical needs, while encouraging independence e.g. to help the children change for PE or swimming lessons, support with toileting.

To assist children with mobility difficulties if necessary, if they require aids or specialist equipment e.g. buggies, walking frames etc.

To assist with some children’s medical needs, e.g. feeding programmes and administering PEGs.

To support the teachers including the following:

To contribute to the planning and review of lessons and individual programme for the children carried out by Classteacher and other professionals, when required.

To report back to the Classteacher on the progress of children in Literacy, Numeracy and language development and keep brief written records as necessary.

To liaise with parents as directed by the teachers to foster good links between home and school e.g. home-school books.

To carry out administrative tasks to assist the teachers e.g. photocopying, laminating resources etc.

To support the curriculum, including:

To support the individual child’s work in any curricular area under the guidance of the Classteacher.

To make and prepare differentiated activities and materials to support the children’s learning across the curriculum under the guidance of the teacher.

To support the sign bilingual philosophy:

To support the delivery of the children’s individual programme or differentiated curriculum activities through the use of British Sign Language.

To encourage and develop the individual children’s communication skills in general.

To follow the school’s Language and Communication Policy.

To encourage the children to be involved in the care and maintenance of their hearing aids and report any faults if necessary.

General:

To attend relevant in-service training as and when required.

To attend and contribute to all school team meetings as directed.

To develop activities to promote positive social interactions between pupils during break times.

To follow the school’s safeguarding and child protection policy and procedures.

To carry out any other reasonable tasks in keeping with the post as specified by the Headteacher.

Person Specification

Qualifications and Training:

OCR Level 2orSuccessful completion of DFES Induction for Teaching Assistants.

Willingness to attend in-service and external training courses, in order to understand the specific educational needs of the pupils within the school.

First Aid qualification desirable or willingness to attend training.

Experience:

Experience of working with deaf EYFS aged children using BSL within either the primary or secondary age range.

Experience of working within an inner city multiethnic context.

Experience of communicating with people from different backgrounds.

Experience of record keeping.

Knowledge and Understanding:

Knowledge of Deaf Culture and Deaf Issues.

Basic knowledge of ICT to effectively support pupils.

Understanding of the issues around effective behaviour management.

Skills and Abilities:

The ability to be able to support Deaf children’s development and learning, especially those of EYFS age or ability

Good listening and speaking skills to help the child develop the use of their hearing aids/cochlear implant

The ability to develop an understanding of the educational welfare and social needs of the pupils with whom s/he is working.

To have good numeracy and literacy skills.

To have the ability to work independently and co-operatively as part of a team and to form good working relationships with teachers, pupils, parents/carers and medical staff.

To have the ability to become familiar with and apply whole school policies and procedures and be willing to apply them in a consistent manner.

To have the ability to implement individual pupil behaviour management strategies.

To have the ability to initiate and create suitable resource materials for use with the pupils.

To have the ability to support children with their individual programmes.

To be able to regularly lift students in order to toilet them as well as when transferring them to other seating, within Health and Safety guidelines.

To have the ability to transfer pupils into mobility aids and support medical needs when necessary, within Health and Safety guidelines.

To support the sign bilingual practice by either/or:

To be a native BSL user and provide a positive deaf role model to the pupils or to have effective communication skills in BSL (minimum BSL Stage 2).

To have the ability to explain information and concepts to the pupils in BSL and clarify their responses.

To have the ability to develop communication aids for use at school, home and hospital to support the pupils’ communication skills.

To have the ability to devise games to support the pupils’ BSL Linguistic development.

Commitment:

To have a commitment to equal opportunities and to assisting the school in enabling all its pupils to fulfil their potential.

To have a commitment to following the school’s Sign Bilingual ethos and be willing to implement the Language and Communication Policy.

To have a commitment to continually developing skills in BSL and further professional development.

To have a commitment to promoting positive attitudes towards Deaf children.

To be committed to safeguarding children and to following the school’s safeguarding and child protection policy and procedures.

Expectation:

All staff are expected to set a good example to children through regular and punctual attendance.

Frank Barnes School is a safer recruitment school and we carry out all checks prior to confirming appointment.

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