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Teaching Assistant (SEN) OCC7508

Job Details:

Salary Range: £18,070 - £20,541 (pro rata, per annum)
Work Location: The Cherwell School, Oxford
Hours per week: Two posts 

  • 26h (4 days) Temporary Maternity Cover up to 1 year
  • 26h (4 days) Permanent

(FTE = 37 Hours)
Term Time Only 39/52 weeks (pro rata) - Hourly rate equivalent £9.78 - £10.65 - LEAVE ENTITLEMENT – 4.68 weeks 

Contract type: Permanent/ Temporary
Closing date: Sunday 3rd February 2019
Interview date: Friday 8th February 2019

Our Communication and Interaction Resource Bases are attached to mainstream schools where you will work closely with specialist and mainstream teachers, providing direct support, care and supervision to children with Autistic Spectrum Disorders and associated language, interaction, learning and communication difficulties.
The aim of your support and guidance will be to enable the children to access the curriculum and to facilitate full inclusion into school life, supporting children to learn as independently as possible and to develop to their full potential. 
You will have a quiet and encouraging manner with the ability to remain calm in difficult situations, along with excellent verbal communication skills. You will be committed to educational and social inclusion for children and young people with Special Educational Needs.

 

Job Purpose

  • To support specialist classroom teachers, responsible for the development and education process, by providing directed support, care and supervision to children with communication and interaction needs (including Autism Spectrum Disorders) and associated learning and difficulties.
  • To provide a range of support and guidance to children with a communication and interaction impairment, who attend Communication and Interaction Resource Bases (C&IRB) attached to mainstream schools. Working closely with the specialist teacher, the aim is to enable full and independent access to the curriculum and facilitate full inclusion into school life. This will include providing specialist support to students within the host school mainstream/inclusive settings.
     

MAIN DUTIES AND RESPONSIBILITIES


1. The primary role is to support the Base Lead Teacher and specialist teachers in all aspects of work of the C&IRB. This will include;

  • To help develop pupil’s skills and behaviours either 1:1 or in small groups, in line with agreed individual educational plans and behaviour management plans.
  • To provide individual specialist support and advice to students attending lessons within the host mainstream school.  This will require the post holder to plan their support in conjunction with the C&IRB teacher/Base Lead Teacher to ensure that the student is accessing the teaching and learning within this setting positively and as independently as possible.
  • To apply agreed strategies for supporting pupils with individual class teachers should behaviour management issues arise in a lesson. To assist and support all staff within the classroom where required.
  • To represent the specialist teacher while off the school premises e.g. on educational visits.
  • To recognise that whilst on the host school site and/or supporting pupils in class, the TA is responsible to the Base Lead Teacher, specialist teacher, Head Teacher [host school] and ultimately to the Head of SENSS.
  • Subject to agreement, the teaching assistant may also escort / transport pupils to and from activities.

2. Part of the teaching assistant’s responsibility is to participate in areas of organisation necessary to the running of the C&IRB. This may include;

  • Working with pupils individually or in a group within the resource base, or within the mainstream class.
  • Helping and supporting the smooth running of the resource base.
  • Welcoming visitors and providing information, where appropriate.
  • Caring for all equipment used within the C&IRB.
  • Supervision and support of pupils during break and lunch time periods.
  • Supervision and assistance in relation to agreed care programmes, where required.

3. To support the effective and efficient functioning of the resource base, teaching assistants will, attend the following staff meetings:

  • General resource base staff meetings.
  • Meetings specific to particular pupils such as Annual Reviews and  IEP reviews.
  • Extra curricula meetings arising from special occasions or activities.

4. Teaching assistants will be encouraged and supported to develop their knowledge, skills, understanding, techniques, administration and child management via agreed Oxfordshire County Council appraisal schemes. This may include;

  • Contributing to pupils’ annual review and IEP meetings including by the submission of a written contribution.
  • Maintaining appropriate and positive links/communication with families, and keeping records of this communication.
  • Maintaining links with other supporting professionals under the guidance of the base teachers / Resource Base Lead Teacher.
  • Working flexibly and responsively to support the pupils and staff team as needed, for example in times of need or crisis.
  • Taking advantage of agreed mentoring and performance management system as part of Oxfordshire County Council ‘Investors in People’.

5. Teaching assistants may also be asked to consider helping with, or organising, the following:

  • Residential visits
  • Out of school educational visits
  • Activity week activities
  • School functions
  • Resource base functions

 

All appointments to support staff roles are subject to a 6 month probationary period. 

Teaching assistants are appointed and employed by SEN Support Services, SENSS, a centralised support service that runs resource bases in various locations across the county including Thame, Chinnor, Oxford, Abingdon, Woodstock and Bloxham. 
Typically, successful candidates will remain working at the base to which they are appointed. Exceptionally, however, it is possible that, in response to changing service needs, the successful applicant may also be asked to work on a temporary or permanent basis at one of these other locations. 

This list of duties is not meant to be exhaustive. The post-holder will be expected to adopt a flexible attitude to the duties which may have to be varied subject to the needs of the service and in keeping with the general profile of the post.

 

ESSENTIAL CRITERIA:

Educational Achievements, Qualifications, Training and Knowledge:
Competency – (Decision Making) Demonstrates and applies up to date knowledge relevant to the post and seeks guidance where appropriate

  • Maths & English GCSE (A-C Grades)
  • Familiarity with the National Curriculum at the relevant and appropriate Key Stage (s)
  • Knowledge of the features of Autism Spectrum Conditions, and language and communication needs, and how these affect young people. 

Experience:
None

Job related Aptitude and Skills: 
Competency – (Active Communication / Delivering Results) 

  • The ability to work positively in a team setting, including listening and taking into account the views of others, and actively sharing information.
  • The ability to communicate sensitively and appropriately with colleagues at different levels, and with children and their parents.
  • The ability to write succinct reports and keep records to share important detailed information with colleagues

Competency – (Decision Making / Delivering Results) 

  • The ability and confidence to work unsupervised when required, following agreed guidelines and plans for individual children and groups.
  • The ability to think positively and come up with creative ideas and solutions to problems.

Personal Qualities:
Competency – (Personal Effectiveness / Delivering Results) 

  • A quiet, calm, encouraging and positive manner and the ability to remain calm and patient in difficult situations.
  • An open minded approach including the ability to respond positively to critical feedback, a commitment to learning and ongoing CPD and an openness to change and developing new ways of working.
  • Good organisational skills including the ability to complete allocated tasks in a systematic way and prioritise where necessary.

Special Requirements:

  • Willingness and availability to work within the school day (between 8.30a.m. and 4.30 p.m.) and to work flexibly where necessary.
  • Satisfactory enhanced Criminal Records Bureau disclosure.

Equal Opportunities:

  • Competency – (Customer focus / Active Communication)
  • A respect for individual difference and diversity demonstrated through a clearly expressed commitment to the principles of inclusion and equal opportunities.

DESIRABLE CRITERIA

Educational achievements, Qualifications, Training and Knowledge:

  • 5 A-C grades GCSEs
  • Additional SEN specific training such as PECS, TEACCH 
  • A good knowledge and understanding of the national curriculum across different Key Stages.
  • A good understanding of the impacts of Autism and Language and Communication difficulties on learning and access to education.

Experience:

  • Relevant and recent experience of working with children with Autism or Language and Communication Needs in an educational setting
  • Relevant and recent experience of working in an educational setting to support children with SEN.
  • Experience working with young people to facilitate learning and encourage independence; 


Job related aptitude and skills:
Competency – Active Communication / Customer focus / Delivering results

  • Ability to moderate language to meet a range of different communication styles and needs.
  • The ability to use ICT to support students and to support the admin. functions of the post.

Special Requirements:

  • Driving licence and willingness to undertake a minibus driving test.
  • Willingness to support students in extra curricular activities, such as residential trips.
  • Having undertaken training in Safeguarding or Child protection. 

Equal Opportunities:

  • A good understanding of the inclusion agenda and a strong commitment to supporting inclusion. 
  • Undertaken training on the principles of equal opportunities.
  • A good understanding of the Children’s Rights Agenda.
     

Vetting Requirements:

This post is subject to a Criminal Records Check.

Please note that under safer recruitment requirements, references will be requested prior to interview.
 

Contact details for an informal discussion:

For general enquiries and further information about these posts please contact Andrea Clayton (Lead Teacher) on 01865 559918 or Nina Stone (Area Manager) on 07717 547461

 

Our Organisation is committed to safeguarding and promoting the welfare of children, young people and adults. We expect all employees, workers and volunteers to share this commitment. We will ensure that all our recruitment and selection practices reflect this commitment.

As a Disability Confident employer we guarantee an interview for disabled applicants who meet the essential criteria for the job. We also guarantee interviews to care leavers who have completed further education and who meet the essential criteria for the job. For those leaving care without any further education we guarantee an interview for our apprenticeships. 

All posts, unless stated otherwise, are open to part time working and job share arrangements.

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