IA Teaching Learning Assistant JD Dec 14

Job Description – TLA
Job title:
Teaching & Learning Assistant (TLA)
Salary grade:
NJC Salary: Grade 3, Point 14: £16,231 (£11,901)
32 hours per week and 39 weeks per year
Accountable to:
SENCo
Vision, values & context
Our vision is :
“Learning Schools Trust will operate outstanding schools in which
every student, through personalised learning and clear goals,
will stretch their boundaries and learn more than they thought possible”
Our approach to education is based on four core values:
 All people are different
 Clear requirements and challenging goals
 Education is for life
 Life is what I make it
Core Purpose
Central to the Learning Schools model in England is the creation of smaller colleges within a
large Academy in order to create a ‘human scale’ learning environment. This will support
student learning more effectively and contribute to the provision of a fully personalised
programme. TLAs will have an important role to play in ensuring that students with additional
educational needs are enabled and supported to achieve more than they thought possible.
Some TLAs will be attached to specific Colleges, others will work across the Academy as part of
the Inclusion Team. TLAs will help to organise the learning of students with AEN either within
their College or as part of the wider Inclusion Team.
All LST support staff will share the vision and educational approach developed within the
Academy and communicate and implement this through their role. At the same time, TLAs will
work to improve student attainment and achievement through the new personalized learning
approach. TLAs will have some opportunity to collaborate with practitioners across the wider
Learning Schools Trust network.
Key Accountabilities
 Expect, require and support students with AEN to achieve more than they thought possible
December 2014
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Establish strong and positive working relationships with AEN students, acting as a positive
role model for staff and students and setting high expectations
Promote the inclusion and acceptance of all students, encouraging maximum engagement
and interaction between and amongst individuals and groups
Promote student confidence, self-esteem and independence, employing strategies to
recognise and reward progress and achievement in line with Academy policy
Support of learning & goal setting
 Support students with AEN as directed, both in lessons and during independent study
 Working with the base group tutor, support and contribute to the tutorial programme for
AEN students as appropriate to ensure realistic goals are set, which nonetheless allow them
to achieve more than they thought possible
 Support and contribute to initiatives to improve student literacy and/ or numeracy
 Assist subject teachers with planning and preparing suitably differentiated work for
individual students with AEN
 Manage the development and implementation of Individual Education Plans (IEPs) for
identified students
 Monitor and evaluate identified students’ responses to and outcomes from different
learning activities to inform IEP reviews and subsequent advice and guidance to teachers
 Promote positive values, attitudes and behaviour for learning, rewarding progress whilst
maintaining high expectations of all students
 Make effective use of ICT to support learning by AEN students, encouraging and developing
their use of packages and programmes as appropriate
 Support the testing and examination process for students with AEN
 Support individual students with the organisation and planning of their time
 Contribute to the establishment of an appropriate learning environment for students with
AEN, including display
Support of student wellbeing
 Be fully aware of the needs and circumstances, including medical and family issues, of
individual students and communicate these to teachers and other colleagues as necessary
 Provide/ contribute to particular welfare/personal/medical/therapeutic support for
students with AEN as directed by the SENCO
 Make use of non-confrontational approaches to conflict resolution such as Restorative
Justice
 In consultation with the base group tutor, liaise sensitively and effectively with parents/
carers of individual students to ensure effective communication is maintained between
home and academy
 Comply with policies and procedures relating to child protection, health, safety, welfare,
security, confidentiality and data protection, reporting concerns to the appropriate person
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Other responsibilities
 Ensure that the Academy’s Equal Opportunities Policy is implemented across the College
and contribute to its regular review
 Contribute to the supervision of students with AEN at the direction of the SENCO
 Contribute to extra-curricular activities and whole College/ whole Academy events in
accordance with College guidelines.
 Participate fully in the Academy’s Performance Management programme
 Undertake other duties commensurate with the status of the post as may from time to time
be determined by the Principal
It is understood that the need to consider any major change in the manner and scope of
responsibilities mentioned above will be through negotiation between the postholder and the
Principal.
Person Specification
Professional Attributes
The TLA will:
 model good practice alongside teaching colleagues and Inclusion staff, demonstrating the
values and behaviours required in an LST academy
 understand and be able to communicate the vision for the Academy from an AEN
perspective
 be willing to collaborate as appropriate with staff from other academies in the LST
 be a good team player who contributes positively to teams within their College
 put students and their needs at the heart of all decisions made with regard to their work so
that students view the College and the Academy as theirs
 be able to foster positive relationships between children/young people and with other
adults
 have the confidence to provide constructive feedback on a range of issues to colleagues and
other professionals
 show awareness of inclusion principles, the impact of cultural, social and gender based
influences on pupils, and their implications for supporting teaching and learning activities
 contribute to the creation of a culture of respect, optimism, celebration and mutual support
throughout the College
 contribute to a culture of high expectations amongst students and staff, both academic and
in terms of behaviour and attitudes
 promote equality within and value the diversity of the College/Academy community
 respond positively to a period of change, development and transition
 be enthused and excited by the possibilities of working in a LST Academy
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Skills, knowledge and experience
The TLA will have:
 educational qualifications – GCSE English and Maths at grade C or above
 excellent communication skills
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excellent attendance and punctuality
a high standard of written and oral communication
a good level of competency in ICT
experience of working with young people, reducing barriers to learning is desirable
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awareness of the SEN Code of Practice and of its implications in practice
familiarity with and ability to set in motion accident/emergency, safety, safeguarding and
welfare procedures, according to Academy policies and procedures
awareness of safeguarding principles and safe working practices
evidence of recent professional development in the field of Inclusion is desirable
potential for further career progression in the Inclusion field
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December 2014

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