Learning Support Assistant (Full Time, Fixed term contract)

Transcription

1 November 2014 Dear Applicant, Thank you for your enquiry regarding the position of Learning Support Assistant (initial fixed term contract) at Tyndale Community School, an exciting opportunity for anyone who wants to be part of a thriving new primary school where each child is nurtured through the development of academic, professional, social and emotional skills working in partnership with his or her family and community. We expect our staff to provide and model the aspirational, engaging and personalised education that the children of East and South East Oxford deserve by building on each child s unique gifts, talents and particular needs. Recognising the vital role that family life can play in a child s learning and development, staff also work closely with parents and carers to engage them in their children s learning and in school life. I invite you to read through the attached documents and consider applying for this important post. To read more about the vision and ethos for Tyndale Community School and to keep up with the latest news concerning this exciting new school, visit our website at: If you are not clear about any aspect of the application procedure, do not hesitate to contact me for clarification on I hope you find the information helpful. If you feel that this is a post for which you would like to apply, please complete sections A to D of the Application Form (CVs are not accepted) and return it to me at Chapel St Community Schools Trust by either of the following ways (preferably by ): Liz.Russo@tyndalecommunityschool.co.uk Post: Liz Russo, Tyndale Community School, William Morris Close, Oxford, OX4 2JX The closing deadline for applications is no later than 6.00pm on Monday, 1 st December. Please ensure you provide the name, address and status of two referees, one of whom should be your current employer. We will seek references on short-listed candidates for all positions and may approach previous employers for information to verify particular experience or qualifications before interview. Successful candidates will be invited to interview in Oxford on Thursday, 4 th December. We will do our best to respond to all candidates. I wish you well and thank you once again for your interest in what we think will be a challenging and rewarding post. Yours faithfully Elizabeth Russo Principal

2 Position overview Our Learning Support Assistant (LSA) will provide additional learning and pastoral support with a focus on pupils with Special Educational Needs and those developing their behavioural, social and emotional skills. The LSA will work flexibly across year groups as needed but be based in Reception. This role is initially funded for this academic year with potential to become a permanent position. This is an exciting opportunity to be part of a growing new school and influence community education. The local community is very supportive and is keen to work with the staff to develop an outstanding school. The sponsors for Tyndale Community School are Chapel St, a charity working in the areas of health, education and social care. The school will run in our newly refurbished building this September. Tyndale Community School will ultimately be a primary school of 420 pupils ages The school opened in September 2013 with two Reception classes and will increase to a maximum intake per year of 60 pupils. Numbers will build year on year until we have a full roll. The school has a Christian ethos and is designated as a school of religious character, serving children and families of all faiths and no faith. All staff at Tyndale Community School work as a committed team alongside the Principal and our visionary organisation helping to build this dynamic new community school serving the children, families and residents of East and South East Oxford. We believe every person is a unique individual with special gifts, talents, skills and experiences. Our school will treat every child as an individual and will recognise individual differences and work with children and their families to agree personal goals. Children are created with a capacity to learn and achieve, to explore, understand and affect the world around them. Tyndale will foster a culture of high expectation concerning academic attainment and the development of personal qualities such as faithfulness, humility, service and self-discipline. Tyndale Community School believes that every adult on staff has something unique to share with our school community. In supporting our children s learning and development, each member of staff will coach at least one child to encourage, challenge and develop his or her gifts. This provides a unique opportunity to build children s self-esteem and adults vision for helping them to become people who make our community and world a better place.

3 The Chapel St Ethos The Chapel St Christian ethos is founded on the virtues of Grace, Love and Fellowship, ensuring that all of our projects are child-centred, family-focused and community-oriented. Our schools are enlivened by these three virtues and we believe provide a foundation for a good life across many communities. The table below illustrates how our ethos is embedded in our schools. We believe that We commit to Grace Love Fellowship Every person and part of creation is unique and made in the image of God. Develop schools that are child-centred. Every person is made to enjoy family. Develop schools that are family-focused. We value Personality Family Community How this is expressed in our schools How do we achieve this? Chapel St will personalise teaching and learning, care and support for each child in accordance with their particular gifts, abilities and challenges, providing every child with a coach and personal development plan. Among other expressions, Chapel St will assign every student a member of staff to act as a personal coach providing regular coaching sessions, overseeing their educational progression, liaising with parents and carers and helping to provide a personalised pathway to attainment in school and beyond. Chapel St recognises that families take different shapes and sizes and ensure that parents and carers are fully engaged in their child s learning and development, while seeking to support and enrich the whole family. Among other expressions, Chapel St will use the Developmental Assets programmes to help every student and their family to develop a personal development plan that increases the number and range of personal assets that they can draw on both now and in the future. Staff will regularly visit families in their home to support this. Every person should benefit from and contribute to their community. Develop schools that are community-oriented. Chapel St will look to involve the whole community in the life of the school, and students will play a positive part in a local and global community. Among other expressions, Chapel St will use the High Tech High model of Project Based Learning to ensure students accelerate and integrate their learning through engaging projects that are located within, and impact the life of the wider community. We are committed to developing schools that provide education with a twenty-first century Christian ethos, offering a place of hospitality and learning, gathering children and families from all backgrounds and working together for the good of the whole community. Admissions are not conducted on the basis of religious observance.

4 Explanatory Notes Applications will only be accepted from candidates completing the school s Application Form. Please complete ALL sections of the Application Form that are relevant to you as clearly and fully as possible. CVs will not be accepted in place of a completed Application Form. Safeguarding Children & Young People We are committed to safeguarding and promoting the welfare of children and young people. We expect all staff to share this commitment and to undergo appropriate checks, including enhanced DBS checks. 1. Candidates should be aware that all posts at Tyndale Community School will involve some degree of responsibility for safeguarding children and young people, although the extent of that responsibility will vary depending on the nature of the post. Please see the Job Description for further details. 2. Accordingly this post is exempt from the Rehabilitation of Offenders Act 1974 and therefore all convictions, cautions and bind-overs, including those regarded as spent must be declared. 3. If you are currently working with children, on either a paid or voluntary basis, your current employer will be asked about disciplinary offences, including those related to children or young people (whether the disciplinary sanction is current or time-expired), and whether you have been the subject of any child protection allegations or concerns and, if so, the outcome of any investigation or disciplinary proceedings. If you are not currently working with children, but have done in the past, that previous employer will be asked about these issues. 4. Where neither your current or previous employment has involved working with children, your current employer will be asked about your suitability to work with children, although it may, where appropriate, be answered not applicable if your duties have not brought you into contact with children or young people. Child Protection Policy Chapel St and Tyndale Community School fully recognises their responsibilities for child protection. Our policy applies to all Chapel St Trustees, charity staff, governors and staff in its schools. There are five main elements to our policy. We are committed to: Ensuring we practise safe recruitment in checking the suitability of staff and volunteers to work with children. Raising awareness of child protection issues and equipping children with the skills needed to keep them safe. Developing and then implementing procedures for identifying and reporting cases, or suspected cases, of abuse. Supporting pupils who have been abused in accordance with his/her agreed child protection plan. Interview Process After the closing date, short-listing will be conducted by a panel who will match your skills/ experience against the criteria in the Person Specification. You will be selected for interview

5 entirely on the contents of your Application Form, so please read the Job Description and Person Specification carefully before you complete your form. All candidates invited to interview must bring the following documents: Documentary evidence of right to work in the UK Documentary evidence of identity that will satisfy DBS requirements such as a current driving license including a photograph and/or a passport and/or a full birth certificate Documentary proof of current name and address (i.e. utility bill, financial statement etc.) Where appropriate any documentation evidencing a change of name Documents confirming any educational or professional qualifications that are necessary or relevant for the post. Please note that originals of the above are necessary. Photocopies or certified copies are not sufficient. We will seek references on shortlisted candidates for Tyndale Community School and may approach previous employers for information to verify particular experience or qualifications before interview. Any relevant issues arising from references will be taken up at interview. In addition to candidates ability to perform the duties of the post, the interview will also explore issues relating to safeguarding and promoting the welfare of children, including: Motivation to work with children and young people Ability to form and maintain appropriate relationships and personal boundaries with children and young people Emotional resilience in working with challenging behaviours Attitudes to use of authority and maintaining discipline Conditional Offer: Pre-Employment Checks Any offer to a successful candidate will be conditional upon Verification of right to work in the UK Receipt of at least two satisfactory references (if these have not already been received) Verification of identity and qualifications Satisfactory DBS Disclosure Verification of professional status such as GTC/Teaching Agency registration number, QTS Status Satisfactory completion of a Health Assessment Where the successful candidate has worked or been resident overseas in the previous five years, such checks and confirmations as may be required in accordance with statutory guidance You should be aware that provision of false information is an offence and could result in your application being rejected or summary dismissal if you have been selected

6 The Role Salary: 15,817 (pro rata) plus pension Actively build the school culture promoting the ethos through supporting teaching and learning, personal coaching, family partnerships and community involvement Support children s behaviour for learning across the school Promote good progress and outcomes by pupils Demonstrate outstanding practice with good subject and curriculum knowledge Build positive relationships with all children, their families, the local community and Chapel St Actively promote the protection and safeguarding for all pupils Fulfil wider general professional responsibilities of a learning support assistant under the direction of the Principal Job Description Accountable to: Assistant Principal responsible for Inclusion and Community In the role of Learning Support Assistant, you will ensure the following: Climate for learning Ensure that school and Chapel St policies, vision and ethos are successfully implemented Help build a peaceful, happy and disciplined learning environment that leads to pupils making outstanding progress and promote the welfare of all pupils Maintain and encourage high standards, expectations and aspirations for children Provision Support children s learning with a focus on those with additional and special education needs related to behaviour for learning Contribute to, and implement, pastoral development plans and reintegration plans following fixed term exclusions Support individual pupils with one-to-one support in internal seclusion and alternative provision in the case of fixed term exclusions Work with class teachers and support staff in contributing to children s holistic learning including supporting personal, social and emotional development, time out of class and other behaviourrelated interventions and activities Communicate and co-operate with specialists from outside agencies as required Contribute to the referral process, providing written statements, assessments and reports when required Carry out playground duties as required Supporting the Class Teacher Ensure understanding of all preparation and delivery of the agreed learning programmes using flexible approaches to learning including the application of learning using ICT Support class teacher to organise interventions, behaviour for learning activities and internal seclusion sessions for pupils Monitor and evaluate individuals target sheets on a daily or weekly basis Participate in observation of pupils to support further planning to meet their learning needs Support the class teacher to provide written reports for parents throughout the school year including academic achievement and progress as well as personal, emotional and social

7 development Work with teachers and support staff to establish and maintain routine administration and an appropriate learning environment, which may include preparing resources and displays Curriculum Planning and Development Contribute to the development and delivery of exciting and innovative project-based learning through developing schemes of work and delivering curricular content Support individual development plans for focus children, working with parents and carers and help set clear targets for pupils learning Contribute to class teacher s planning and assessment to meet the needs of focus pupils through differentiation of tasks and ensure coverage of the range of areas of learning required by the Early Years Foundation Stage and new National Curriculum Commitment to Continuing Development and Improvement Actively participate in all staff meetings and INSET training Commit to ongoing professional development through monitoring and observation process including frequent formative observations of children s learning, book reviews, learning walks, Learning Communities, INSET and termly formal observation to achieve outstanding teaching and learning Participate in the development review system for the appraisal of your own performance, or that of other staff Contributing to the TCS Family Model our Christian ethos demonstrating grace, love and fellowship to children and their families, fellow staff and visiting members of the community Ensure that children, staff, parents/carers and visitors are treated with dignity and respect Use coaching to mentor and support a small group of children, coupled with a deep knowledge of their family and background, develop every pupil as an individual who is part of this unique family Lead one enrichment activity a year as part of the whole school Enrichment Curriculum Travel to school sustainably in support of the Green Travel Plan. Implement the school's policies and procedures for safeguarding and security and promote the welfare of our children and vulnerable people Undertake any other relevant tasks as required by the Principal according to the needs of the school This Job description sets out the main duties and responsibilities of this post at the time of drafting and will be reviewed annually by the school and the Chapel St Trustees. It cannot be read as an exhaustive list. It may be altered at any time in consultation with the post holder subject to the Principal s approval.

8 Person Specification Qualifications, Skills and Qualities Qualifications Essential/ Desirable How Assessed A = application R = reference I = interview O = observation NVQ Level 2 for Teaching Assistants or equivalent experience E A Team Teach training E A Paediatric First Aid qualification D A Expertise Understanding of Early Years Foundation Stage and new National Curriculum D A, I, O Good literacy and numeracy skills E A, I, O Knowledge of effective strategies in supporting learning and development for E A, I, R, O children with various special educational needs including behaviour-related learning needs Working with children at risk of exclusion/ needing specific behaviour E A, I, R, O management techniques Knowledge and commitment to safeguarding and promoting the welfare of E A, I, R children and young people Ability to work under direction but also use own initiative as the situation E O, R demands Experience in working in schools/settings with large cohorts of children D A, I eligible for Pupil Premium and who speak English as an Additional Language Ability to support and develop outdoor learning D A, I, R Abilities Will advocate the ethos and values of TCS and Chapel St E A, I Can think creatively outside the box E I, R Effective modeling of positive behaviour for learning E I, R Can deal with the unplanned E R Remain optimistic in face of challenge E I, R Act sensitively E I, R Recognise and respond to individual children s needs, routines, interests and E I, R development Seize opportunities for TCS E I, R Qualities Willingness to participate in the wider aspects of school life E I, R Lifelong learning E I, R Sense of humour E I, R Integrity E I, R Sound judgement E I, R Intellectual capacity E I, O, R Passion E I, R Flexibility E I, R Resilience E I, R Courage E I, R