Higher Level Support Assistant
Ref: SCH-PLT-0075 8 day(s) remainingAdditional Information
Contract Type: Permanent Contract Term: TTO Plus - Term time only plus weeks Hours per Week: 37.00 Weeks per Year: 39.000 Pay Grade: Support Staff | SCP20 - SCP24The Role
Pay/Salary Range: N6 SCP 20-24 £30,296 to 33,024 pro rata (Actual £26,014 to £28356)
Hourly rate: £15.70 to £17.12
About the Role
We are looking to recruit enthusiastic and highly motivated Higher Level Support Assistants (HLSA) to work collaboratively with our teaching team at Gilbert Ward Academy. Our ideal candidates will have experience and/or interest in working with pupils with SEMH (Social, Emotional, and Mental Health) needs.
The successful candidate will:
· Support teachers in delivering the curriculum across various subjects and pathways.
· Provide cover for teacher PPA time and manage support staff.
· Lead on specific school development areas as directed by the senior leadership team.
· Use effective behaviour support strategies to create a positive learning environment.
· Engage with parents and provide feedback on pupil progress.
Join us and be part of an innovative, supportive community where you can make a significant impact. At Gilbert Ward Academy, you'll help young people realise their full potential in a nurturing and dynamic setting. Our academy offers state-of-the-art facilities designed to support SEMH pupils, a holistic approach that emphasises academic excellence and social-emotional development, and a growing community with opportunities to shape and expand alongside our dedicated team. We foster creativity and resilience in a pioneering educational environment.
Opened in September 2023, Gilbert Ward Academy will be a purpose built, brand new, state of the art Academy, catering for children with Social, Emotional, and Mental Health (SEMH) as their primary area of need. At full capacity, Gilbert Ward Academy will provide education to 80 pupils aged 11-16 working between lower key stage two and key stage four.
Many of the pupils who attend Gilbert Ward Academy will have additional special educational needs, such as, autistic spectrum condition (ASC), attention deficit hyperactivity disorder (ADHD) and speech and language communication difficulties. Pupils attending Gilbert Ward Academy may have, at some point, not had success or positive experiences in their education elsewhere. As a result – along with other factors – pupils will more than likely be working at a lower-than-expected key stage, relative to their age. Most pupils will be working at lower and upper key stage two and will be transitioning from primary schools.
Join us and be part of an innovative, supportive community where you can make a significant impact. At Gilbert Ward Academy, you'll help young people realise their full potential in a nurturing and dynamic setting. Our academy offers state-of-the-art facilities designed to support SEMH pupils, a holistic approach that emphasises academic excellence and social-emotional development, and a growing community with opportunities to shape and expand alongside our dedicated team. We foster creativity and resilience in a pioneering educational environment.
To learn more about Gilbert Ward Academy and Prosper Learning Trust, please visit our websites.
Prosper Learning Trust was established in January 2018 with Newcastle Bridges School and Mary Astell Academy. Thomas Bewick School joined in 2019, Harry Watts opened in September 2020 and Gilbert Ward Academy opened in September 2023. We are striving to further build collaboration across the schools and grow as a Multi Academy Trust, whilst continuing to strengthen our relationships with schools outside the MAT for the benefit of our pupils.
The successful candidate will be deployed initially at Gilbert Ward Academy but will be expected to work at any Prosper Learning Trust site should the need arise.
The Trust is proud to say that we match the Real Living Wage and we also offer successful candidates:
- A friendly and supportive team of staff who are willing to share expertise and learn from one another
- Opportunities for career development and support with development through Trust wide CPD programmes
- Access to an Employee Assistance Programme and support from the Trust's Wellbeing Network Group
- Access to either Teacher's Pension or Local Government Pension Scheme
Full details can be found on our website
Please note that all successful candidates will be required to complete an online pre-employment medical questionnaire.
Qualifications
| Qualification Title | Grade | |
|---|---|---|
| 4 GCSEs Grade A-C (or equivalent eg Level 2 Numeracy/Literacy) including Maths and English (or working towards) | GCSE's Grade A-C |
Essential
|
| TA3 qualification or equivalent or relevant experience | NVQ Level 3 in Teaching Assistant or equivalent |
Essential
|
| Meet Higher Level Teaching Assistant standards or equivalent qualifications or experience | Higher level Teaching Assistant Status or working towards |
Essential
|
| Training in relevant learning strategies and specialist knowledge in a particular curriculum areas. | Training in relevant learning strategies and specialist knowledge in particular curriculum areas. |
Essential
|
Skills
| Abilities, Skills and Knowledge | |
|---|---|
| Specialist skills or training in curriculum or learning area, e.g. behaviour management, SEN, individual subject areas |
Essential
|
| Able to participate in planning, monitoring and assessment arrangements in partnership with the class teacher. |
Essential
|
| Able to organise, lead and motivate a team and to work constructively as part of a team. |
Essential
|
| Able to relate well to children and adults and in particular able to establish positive relationships with pupils. |
Essential
|
| Able to respond positively and effectively to unexpected problems and situations. |
Essential
|
| Able to take a responsive approach to children’s needs to help address barriers to learning and well-being |
Essential
|
| Able to work with minimal supervision |
Essential
|
| Able to take a lead role in co-ordinating reviews of pupil’s progress including liaising with other agencies as appropriate |
Essential
|
| Understanding of principles of child development and learning processes. |
Desirable
|
| Good working knowledge of relevant policies, codes of practice and legislation within a classroom setting and a good understanding of the statutory framework relating to children’s learning, well-being and child protection |
Essential
|
| Excellent ICT skills and the proven ability to use them effectively to support learning |
Essential
|
| Good understanding of child development and learning process. |
Essential
|
| Able to demonstrate professional competencies within the HLTA standards |
Essential
|
| Experience/Knowledge | |
| Able to relate well to children and adults and in particular able to establish positive relationships with pupils. |
Essential
|
| Able to respond positively and effectively to unexpected problems and situations. |
Essential
|
| Supervision of classroom support staff. And experience of managing a small team |
Desirable
|
| Experience of supporting the performance management of colleagues. |
Desirable
|
| Experience of managing pupil behaviour and supervising pupils under an agreed system of supervision and processes of integrated working |
Essential
|
| Experience of successfully implementing national curriculum and other relevant learning programmes or strategies. |
Essential
|
| Experience of advancing pupils’ progress in a range of classroom settings, including working with individuals, small groups and whole classes. |
Essential
|
| Experience of administering, assessing and marking tests |
Essential
|
| Working knowledge of school policies on Child Protection, Health and Safety, Behaviour, Teaching and Learning and other integrated working processes |
Essential
|
| Understanding of classroom roles and responsibilities. |
Essential
|
| Experience of integrated working |
Desirable
|
| Experience of working with children of relevant age in a learning environment. |
Essential
|
| Have an up to date knowledge of relevant legislation and guidance in relation to safer working practice for those staff working with children and young people in an education setting |
Desirable
|
| Relevant Skills | |
| Excellent communication and inter-personal skills |
Essential
|
| Ability to maintain confidentiality |
Essential
|
| Personal Attributes | |
| A supportive and co-operative team member with a flexible approach |
Essential
|
| Highly motivated showing resilience and reliability |
Essential
|
| A positive attitude and commitment to equality |
Essential
|
| Ability to manage own time well to meet competing demands |
Essential
|
| Ability to work outside normal trust hours if the need arises |
Desirable
|
| Ability to travel to trust academy locations as required |
Essential
|
| Should indicate an acceptance of, and a commitment to, the principles of the Academy's Equal Rights policies and practices as they relate to employment issues and to the delivery of services to the trust |
Essential
|
| Commitment to the protection and safeguarding of children and young people |
Essential
|
| Qualifications | |
| 4 GCSEs Grade A-C (or equivalent) including Maths and English |
Essential
|
| Qualifications and Training | |
| NVQ Level 3 in Teaching Assistant or equivalent |
Essential
|
| Higher Level Teaching Assistant Status or working towards |
Essential
|
| Training in relevant learning strategies and specialist knowledge in particular curriculum areas |
Essential
|
| Willingness to undertake minibus training |
Desirable
|
| Willingness to undertake first aid and medication training |
Desirable
|
| Experience | |
| Experience of producing lesson plans and assessing learning |
Essential
|
Related Documents
Safeguarding Information
Prosper Learning Trust is committed to safeguarding and promoting the welfare of children and young people, as well as vulnerable adults, and expects all staff and volunteers to share this commitment. Successful applicants will be required to apply for Disclosure from the DBS.
The Trust actively promotes equality of opportunity with the right mix of talent, skills and potential and welcomes applications from a wide range of candidates, including those with criminal records. The Trust selects all candidates for employment based on their skills, qualifications and experience, in comparison against the person specification.
This post is exempt from the Rehabilitation of Offenders Act 1974. If you are invited for interview, you will be required to disclose convictions that would not be filtered, prior to the date of the interview. Certain spent convictions and cautions will be ‘protected’ and do not need to be disclosed. Full details on protected convictions and information about which convictions must be declared during job applications can be found on the Ministry of Justice website. You will be asked for further information about your criminal history during the recruitment process. If your application is successful, this self-disclosure information will be checked against information from the Disclosure and Barring Service before your appointment is confirmed. This role will include Regulated Activities and an enhanced Disclosure and Barring Service (DBS) disclosure is required for this post. Please note that in all cases written references will be taken up and made available to interviewers before the final selection stage; even if you indicate otherwise.
Gilbert Ward Academy
Princess Louise Site
Blyth
Northumberland
NE24 2TS.
Barry Reed
admin@gilbertwardacademy.co.uk