EDUCATION SERVICE
CROWNBRIDGE SCHOOL
PERMANENT HIGHER LEVEL TEACHING ASSISTANT LEVEL 4 –
WELL BEING:
FULL TIME (POST 37.00 HOURS PER WEEK 8.30AM-4.30PM Monday-Thursday
– 8.30AM – 4.00PM Friday) WITH A 30 MIN “ON CALL” / LUNCH BREAK
GRADE 6 (Points 25 - 29) £22,658 - £25,951 PRO RATA
40 WEEKS PER YEAR TERM TIME ONLY
Applicants will work to support pupils who have severe and complex learning difficulties aged
between 2yrs -19years of age. They should be reliable, resilient and flexible and work well as part
of a team.
All applicants should possess:
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HLTA qualification or equivalent relevant qualification
Experience of children / young people with special educational needs;
Experience in attending to personal care needs of children and young adults;
Ability to support pupil’s emotional wellbeing / development;
The ability to follow instruction and have a desire to further their professional development;
Enthusiasm and a conscientious approach;
The ability to embrace change and contribute to school development
These positions offer the applicant an opportunity to join an innovative, vibrant active team.
The post is subject to an Enhanced Disclosure Application to the Disclosure and Barring
Service.
You are welcome to submit your application in English or in Welsh. Each application will be treated
equally.
Application forms are available from; The Recruitment Team, Torfaen County Borough Council,
Floor 4, Civic Centre, Pontypool, Torfaen NP4 6YB, email: [email protected]
alternatively visit Torfaen’s website www.torfaen.gov.uk to view and download details and an
application form.
And should be returned to: The Deputy Headteacher Crownbridge School, Turnpike Road,
Croesyceiliog,
Cwmbran
NP44
2BJ.
Telephone
01633
624201,
email:
[email protected]
Closing Date:
Post Ref:
12 Noon on 23rd June 2017
REQ001266-2306
JOB DESCRIPTION
Post Title:
Higher Level Teaching Assistant – Well Being (Level 4)
Hours:
37.00 hours weekly (Monday-Friday 8.30 am to 4.30 pm Mon to Thurs and
8.30 am to 4.00 pm Friday) with a 30 min”on call” / lunch break
40 weeks per year
Grade:
Grade 6 Points 25 to 29
Responsible to:
Deputy Headteacher
Job Purpose
 To complement the professional work of teacher by taking responsibility for agreed learning
activities under an agreed system of supervision. This may involve planning, preparing and
delivering learning activities for individuals/groups or short term for whole classes and
monitoring pupils and assessing, recording and reporting on pupils’ achievement, progress and
development.
 Responsible for the management and development of a specialist areas within the school
and/or management of other teaching assistants, including allocation and monitoring of work,
appraisal and training.
Main Duties
Support for Pupils
 Assess the needs of pupils and use detailed knowledge and specialist skills to support pupils’
learning.
 Establish productive working relationships with pupils, acting as a role model and setting high
expectations.
 Develop and implement IEPs.
 Promote the inclusion and acceptance of all pupils within the classroom.
 Support pupils consistently whilst recognising and responding to their individual needs.
 Encourage pupils to interact and work co-operatively with others and engage all pupils in
activities.
 Promote independence and employ strategies to recognise and reward achievement of selfreliance.
 Provide feedback to pupils in relation to progress and achievement.
Support for Teacher/senior staff
 Organise and manage appropriate learning environment and resources.
 Within an agreed system of supervision, plan challenging teaching and learning objectives to
evaluate and adjust lessons/work plans as appropriate.
 Monitor and evaluate pupil responses to learning activities through a range of assessment and
monitoring strategies against pre-determined learning objectives.
 Provide objective and accurate feedback and reports as required on pupil achievement,
progress and other matters, ensuring the availability of appropriate evidence.
 Record progress and achievement in lessons/activities systematically and providing evidence
of range and level of progress and attainment.
 Work within an established discipline policy to anticipate and manage behaviour constructively,
promoting self-control and independence.
 Supporting the role of parents to provide in pupils’ learning and contribute to/lead meetings
with parents to provide constructive feedback on pupil progress/achievement, etc.
 Administer and assess/mark tests and invigilate exams/tests.
 Production of lesson plans, worksheets, plans, etc.
Support for Curriculum
 Deliver learning activities to pupils within agreed system of supervision, adjusting activities
according to pupil responses/needs.
 Deliver local and national learning strategies, e.g. literacy, numeracy, early years, and make
effective use of opportunities provided by other learning activities to support the development
of pupils’ skills.
 Use ICT effectively to support learning activities and develop pupils’ competence and
independence in its use.
 Select and prepare resources necessary to lead learning activities, taking account of pupils’
interests and language and cultural background.
 Advise on appropriate deployment and use of specialist aid/resources/equipment.
Support for School
 Comply with and assist with the development of policies and procedures relating to child
protection, health, safety and security, confidentiality and data protection, reporting concerns to
an appropriate person.
 Be aware of a support difference and ensure all pupils have equal access to opportunities to
learn and develop.
 Establish constructive relationships and communicate with other agencies/professionals, in
liaison with the teacher, to support achievement and progress for pupils.
 Take the initiative as appropriate to develop appropriate multi-agency approaches to
supporting pupils.
 Recognise own strengths and areas of specialist expertise and use these to lead, advise and
support others.
 Deliver out-of-school learning activities within guidelines established by the school.
 Contribute to the identification and execution of appropriate out-of-school learning activities
which consolidate and extend work carried out in class.
Line Management Responsibilities Where Appropriate
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Manage other teaching assistants.
Liaise between managers/teaching staff and teaching assistants.
Hold regular team meetings with managed staff.
Represent teaching assistants at teaching staff/management/other appropriate meetings.
Undertake recruitment/induction/appraisal/training/mentoring for other teacher assistants.
This job description sets out the main duties of the post at the date when it was drawn up. Such
duties may vary from time to time without changing the general character of the post or the level
of responsibility entailed. Such variations are a common occurrence and cannot of themselves
justify a reconsideration of the grading of the post.
Date Agreed by Postholder:
…………………………………………………………………
Signature of Postholder:
…………………………………………………………………

PERSON
SPECIFICATION
Position Title: HLTA
Date: 07/06/17
For office use only
Shortlisted By:
Name of Candidate:
Date:
Please note you will need to meet the essential criterion to be invited for interview.
Selection Method
Requirements
Essential or
Desirable
Score
Tested at Interview
and/or Application
Form
Education/Qualifications/Knowledge
1.1 HLTA Level 4 qualification or PGCE
Essential
Application Form
1.2 A clear understanding of a skills
based curriculum
Essential
Application Form
1.3 Training in relevant learning
strategies, e.g. literacy, total
communication, SCIP/Team Teach,
TEACCH, PEC’s, intervener etc.
Essential
Application Form
1.4 Specialist sills/training in curriculum
or learning area, e.g. bilingual, sign
language, ICT.
Desirable
Application Form
/ Interview
1.5 Awareness of the strategies available
for improving the learning & achievement
of pupils who have additional learning
needs including those who are more able
and talented.
Essential
Application Form
/ Interview
2.1 Experience working with children of
relevant age in a learning environment.
Essential
Application Form
and Interview
2.2 Ability to work across a range of age
groups (key stages) and a range of
abilities.
Essential
Application Form
and Interview
Experience
Skills and Abilities
3.1 Demonstrate good literacy and
numeracy skills.
Essential
Application Form
and Interview
3.2 Work effectively as part of a team.
Essential
Application Form
and interview
3.3 Can use ICT effectively to support
learning.
Desirable
Application Form
and interview
3.4 Full working knowledge of relevant
policies/codes of practice/legislation
including those relating to SEN.
Desirable
Application Form
and interview
Essential
Application Form
and Interview
Essential
Application Form
and Interview
Essential
Application Form
and Interview
3.5 Working knowledge and experience
of implementing national/foundation
stage curriculum and other relevant
learning programmes/strategies.
3.6 Good understanding of child
development and learning
programmes/strategies.
3.7 Ability to relate well to children and
adults.
3.8 Work constructively as part of a
team, understanding classroom roles and
responsibilities and your own position
within these.
3.9 Direct other adults in supporting
learning.
Essential
Desirable
3.10 To work flexibly across the school
under the direction of the Headteacher, in
response to pupil need and school issues Essential
arising.
Application Form
and Interview
Application Form
and Interview
Application Form
and Interview
Personal Attributes
4.1Self Motivated
Essential
Interview
4.2 Ability to work co-operatively with
other professionals
Essential
Application Form
and Interview
4.3 Have high expectations for all pupils
Essential
Interview
Essential
Interview
Circumstances
5.1 Contribute enthusiastically towards
school improvement
5.2 A positive attitude towards
Essential
professional development and their own
learning
Total Short Listing Score
Score key: 0 = Not Met Criteria 1 = Fully Met Criteria
Interview