Level 3 Teaching assistant + SEN allowance

About the Organisation

As part of our exciting expansion, we are looking to appoint a highly motivated and skilled Teaching Assistant Level 3 to join our brand-new Orchard Specialist Provision. Opening in September 2025, The Orchard will be a satellite of our successful Rectory Specialist Provision for children with autism. It will provide a warm, structured, and supportive setting for 32 pupils across four specialist classrooms. This is a rare opportunity to contribute to something special from the very beginning.

Role Information

• Job Title: Level 3 Teaching assistant + SEN allowance
• Job Type: Teaching & Learning
• Job Phase: Primary
• Location: St Helen's
• Grade: 7-11
• Actual Salary Range: £18,798.08 - £20,236.29
• Contract Type: Permanent
• Contract Term: Full time, Term time only
• Start Date: Monday, September 1st, 2025
• Closing Date: Monday, June 30th, 2025

About the Role

DUTIES and RESPONSIBILITIES:

1. SUPPORT FOR THE PUPIL

• Establish good working relationships with pupils, acting as a role model and setting high expectations
• Provide consistent support to all pupils, responding appropriately to individual pupil needs
• Assist with the development and implementation of Individual Education Plans
• Promote inclusion and acceptance of all pupils
• Encourage pupils to interact with others and engage in activities led by the teacher
• Promote self-esteem and independence, employing strategies to recognise and reward achievement within established school procedure
• Provide feedback to pupils in relation to progress and achievement under the guidance and direction of the teacher
• Use specialist (curricular/learning) skills/training/experience to support pupils
• Assist in the administering of routine and emergency medication
• Assist in the planning, implementation, assessing, recording, and reporting in relation to personal care and independence programmes
• Assist with the carrying out of therapy and medical programmes that have been designed and monitored by therapy and medical staff
• Provide one-to-one support for pupils in either a care/special needs capacity as or when required

2. SUPPORT FOR THE TEACHER

• To provide classroom supervision in the absence of a teacher
• Communicate the work set by the teacher to the pupils
• Communicate feedback from the covered lesson to the teacher
• Invigilate examinations to the required standard
• Oversee the distribution and collection of books and other equipment as directed by the teacher
• Maintain the rules set by the external examination boards and in-house regulators when invigilating examinations
• Work under the direction of the lead teacher/organiser when accompanying staff on school visits
• Provide clerical/administration support (e.g., photocopying, typing, filing, collecting money etc.)
• Assist with the display of children’s work
• Establish and maintain an appropriate learning environment under the supervision of the teacher
• Contribute to lesson planning, evaluating, and adjusting lessons/work plans as appropriate
• Monitor and evaluate pupils’ responses to learning activities through observation and planned recording of achievement against pre-determined learning objectives
• Provide objective and accurate feedback and reports as required, to the teacher on pupil achievement, progress, and other matters, ensuring the availability of appropriate evidence
• Be responsible for keeping and updating records in agreed format with the teacher, contributing to reviews of systems/records as requested
• Administer and assess routine tests and accurately record achievement/progress
• Promote positive values attitudes and good pupil behaviour, dealing promptly with conflict and incidents and encouraging pupils to take responsibility for their own behaviour in line with established school policy
• Liaise sensitively and effectively with parents/carers as agreed with the teacher within role/responsibility and participate in feedback sessions/meetings with parents under teacher’s supervision
• Assist in the planning, implementation, assessing, recording, and reporting in relation to behaviour management plans

3. SUPPORT FOR THE CURRICULUM

• Support the delivery of agreed learning activities/learning programmes, adjusting activities according to pupil learning styles and individual needs
• Support the delivery of literacy/numeracy programmes, effectively utilising all alternative learning opportunities to support extended development
• Support the use of ICT in learning activities and develop pupils’ competence and independence in its use
• Assist pupils to access learning activities through specialist support e.g., curriculum/SEN specialism
• Determine the need for, prepare and maintain levels of general and specialist equipment and resources

4. SUPPORT FOR THE SCHOOL

• Be aware of and comply with school policies and procedures relating to child protection, pupil behaviour and discipline, health and safety and security, confidentiality, and data protection. Report all concerns to the appropriate person (as named in the policy concerned)
• Be aware of and support difference and ensure all pupils have equal access to opportunities to learn and develop
• Contribute to the school ethos, aims and development/improvement plan
• Establish constructive relationships and communicate with other agencies/professionals, in liaison with the teacher, to support achievement and progress of pupils
• Attend and participate in regular meetings as appropriate
• Participate in training and other learning activities as required
• Establish own best practice and use to support others
• Assist in the supervision, training, and development of classroom support staff
• Assist with the planning of opportunities for pupils to learn in out-of-school contexts, according to school policies and procedures and within working hours
• Accompany teaching staff and pupils on visits, trips and out of school activities as required
• Assist in the planning, delivery and evaluation of training, advice, guidance, and support to colleagues in other schools
• Assist in the organisation, monitoring and delivery of training to students and other adults on placement
• Establish and maintain inventories of equipment and resources
• To supervise staff as directed by the Head Teacher
• High expectations of all pupils; respect for their social, cultural, linguistic, religious, and ethnic backgrounds; commitment to raising their educational achievements
• To be responsible for improving your own practice through observation, evaluation, and discussion.

5. EXTENDED SERVICE ACTIVITIES (Breakfast / After School / Club Care)

• To be responsible for the day-to-day supervision of staff, trainees and volunteers as directed by the Head Teacher.
• To organise rotas and timetables.
• To ensure staff employed are registered with Ofsted and any other relevant organisations as required.
• To be responsible for the induction of new staff using the standard induction procedure.
• Establish own best practice and use to support others.
• Assist in the planning, delivery and evaluation of training, advice, guidance, and support to colleagues.
• Attend and participate in Management Group meetings as appropriate.
• Manage organisation and registration of children.
• Organise appropriate activities.
• Ensure physical environment is maintained in good quality.
• Ensure equipment used in activities is appropriate and safe.
• Be aware of and ensure all pupils have equal access to opportunities to learn and develop.
• Ensure consistent support to all children, responding appropriately to individual needs.
• To be responsible for ensuring appropriate records are maintained.
• All duties relating to the playleader job description.

Personal Qualities

What We’re Looking For: We are looking for a Teaching Assistant Level 3 who is: Passionate about supporting children with autism, particularly in developing speech, language, and communication skills. Experienced or enthusiastic to develop expertise in specialist interventions—full training will be provided (e.g. Attention Autism, Makaton, Communication boards, Intensive Interaction). Confident in delivering planned interventions and supporting individual learning needs in line with EHCP outcomes. Flexible and capable of providing class cover when required, under the direction of the teacher or senior leaders. A strong communicator and team player, working effectively with teachers, therapists, families, and other professionals. Positive, proactive, and dedicated to improving outcomes for every child.

Application Information

• Closing Date: Monday, June 30th, 2025
• Closing Time: 09:00am
• Shortlisting Date: Monday, June 30th, 2025
• Interview Date 1: Monday, July 7th, 2025
• Interview Date 2: Tuesday, July 8th, 2025

How to Apply: Please complete the attached application form and return to [contact hidden]

Recruitment Documents

• Job Description: Download Job Description
• Person Specification: Download Person Specification
• Application Form: Download Application Form
• Advert: Download Advert