Page 1

  JOB  DESCRIPTION  AND  PERSON  SPECIFICATION     SCHOOL  

The  British  School  of  Guangzhou  

JOB  TITLE  

Learning  Support  Teaching  Assistant  (Special  Educational  Needs  Department)   To  provide  further  support  to  our  current  ‘Special  Educational  Needs’  Department   and  its  team,  which  currently  comprises  of  a  coordinator  (SENCO)  and  a  speech   therapist.  To  be  able  to  work  with  students  1:1  or  in  small  groups,  inside  and  outside   of  the  classroom.  

 

TA  will  work  under  the  direction  of  the  SENCO,  Class  Teacher,  Year  Leader,  Head  of   Phase  and  ultimately  the  School  Principal.     JOB  PURPOSE  

 

To  work  with  students  that  have  ‘Individual  Education  Plans’  (IEPs)  and  to   implement  strategies  that  help  them  to  meet  their  specific  needs.  To  be  able  to   continuously  liaise  with  school  staff  (SENCO,  Speech  Therapist,  Class  Teacher)  and   with  families  and  any  external  agencies  involved.  

 

Direct  Reports:  

The  post  holder  will  be  expected  to  have  some  expertise  in  childcare  and  will  be   expected  to  make  use  of  their  specific  skills  and  talents.  There  will  be  some  need  to   interpret  information  or  situations  and  to  solve  varied  problems.    The  TA  must  be   willing  and  able  to  work  in  a  team  and  abide  by  team  decisions.   SENCO  (Special  Education  Needs  Coordinator),  Class  teacher  and  Members  of  all   Parties  Concerned  (e.g.  parents,  external  agencies  involved)   SENCO/Class  Teacher/Head  of  Phase  

Package:  

Details  of  the  salary  will  be  made  available  to  short  listed  candidates  

Reporting  to:  


KEY  RESPONSIBILITIES    

 

Teaching  and  learning   -­‐ To  work  closely  with  the  SENCO  and  other  members  of  the  team,  including  class  teachers  and   parents.   -­‐ To  support  and  liaise  with  the  SENCO  and  teachers  in  making  sure  students  with  special  educational   needs  and  disabilities  have  the  opportunity  to  join  in  with  all  the  activities  of  the  school.   -­‐ To  deliver  necessary  interventions  that  enable  students  to  improve  and  achieve  their  potential,   through  ‘individual’  and/or  ‘small  groups’  with  the  support  of  the  SENCO  and  teachers.   -­‐ To  be  involved  in  the  assessment  of  IEPs  (Individual  Education  Plans)  of  students  with  special  needs   and  to  be  able  to  provide  feedback  on  progress  to  all  parties  concerned  (e.g.  SENCO,  teachers,   parents).   -­‐ To  ensure  that  all  learners  make  the  best  possible  progress.   -­‐ Assist  in  the  educational  and  social  development  of  pupils  under  the  direction  and  guidance  of  the   Class  Teacher  and  Head  of  Year.   -­‐ Provide  support  for  individuals  and  groups  of  pupils  inside  and  outside  the  classroom.   -­‐ Undertake  some  teaching  tasks  with  groups  of  pupils,  following  plans  as  prepared  by  teachers.   -­‐ Support  pupils  with  emotional/behavioural  issues  and  help  develop  their  social  and  personal  skills   (e.g.  through  ‘intervention  groups).   -­‐ To  encourage  and  support  the  skills  of  independence  and  self  reliance.   -­‐ Undertake  routine  tasks  to  support  the  curriculum  and  to  prepare  resources  accordingly  so  that   students  are  meeting  their  IEP  targets.   -­‐ To  take  a  proactive  approach  towards  continuous  professional  development.   Administrative/additional  duties   -­‐ Photocopying  and  creating  resources  in  order  to  support  learning  and  teaching   -­‐ Assist  in  classroom  preparation  and  clearing  up  ensuring  a  well-­‐organised  environment   -­‐ Assist  with  supervising  pupils  during  break  per  week  and  lunch  times  as  per  the  school  timetable   -­‐ Attend  to  students’  physical  needs  where  appropriate     -­‐ Undertake  bus  duties,  if  required,  under  the  direction  of  school  administrative  staff   Support  for  the  school   -­‐ To  fully  support  the  aims  and  ethos  of  the  school   -­‐ Support  fellow  professionals   -­‐ Attend  team  and  staff  meetings  where  necessary   -­‐ Follow  agreed  policies  and  procedures   -­‐ Work  to  maintain  positive  relationships  with  parents  and  the  local  community   -­‐ Be  proactive  in  matters  relating  to  health  and  safety     -­‐ Set  a  good  example  in  terms  of  dress,  punctuality  and  attendance   -­‐ Attend  relevant  training  activities  where  required   -­‐ Where  required,  to  attend  and  contribute  to  meetings  with  parents     Appropriate  dress  for  the  role     Dress  should  be  professional  at  all  times  the  school  is  in  session.  Smart  tailored  skirts  or  trousers   may  be  worn  (not  leggings)  with  an  appropriate  shirt  or  top,  or  a  tailored  dress.    Clothes  made  from   denim,  lycra,  corduroy  or  other  casual  materials  are  unlikely  to  be  appropriate.  Tops  with  thin  straps  


and  casual  t-­‐shirts  with  prominent  logos  should  be  avoided.  Shoes  should  be  formal.    Uggs,  flip  flops   etc  are  not  to  be  worn,  and  stiletto  heels  are  not  suitable  for  the  demands  of  the  school  day.  Staff   may  wear  makeup  and  jewellery  appropriate  for  a  formal  business  environment.    Tattoos  should  be   covered.     Note   -­‐ This  job  description  describes  in  general  terms  the  normal  duties  which  the  post-­‐holder  will   be  expected  to  undertake.  However,  the  job  or  duties  described  are  subject  to  change  and   may  vary  or  be  amended  from  time  to  time  without  changing  the  level  of  responsibility   associated  with  the  post.     -­‐ The  teaching  assistant  will  be  expected  to  undertake  other  duties  and  responsibilities  that   the  Principal  or  Head  of  Phase  may  request  from  time  to  time.     -­‐ The  Principal/Head  of  Phase,  SEN  Coordinator  may  modify  duties  to  reflect  or  anticipate   changes  in  the  job.      


Person  Specification   Qualifications/Training  

 

Degree     A  minimum  of  2  years  relevant  work  experience  since  graduating  

Essential   Essential  

A  TEFL  or  CELTA  qualification  for  teaching  English  as  a  second  language     Degree  in  education    

Essential   Desirable  

Skills  

 

Fluent  in  English,  both  oral  and  written   Fluent  in  Mandarin  or  Cantonese   Practical  knowledge  of  IT  equipment  and  software  to  support  learning  

Essential   Desirable   Essential  

Ability  to  communicate  clearly  with  pupils  and  others   Ability  to  lead  tasks  and  activitieswith  groups  of  pupils  

Essential     Essential    

Ability  to  follow  written  and  verbal  instructions    

Essential    

Personal  Attributes   Team  player     Can  Do  attitude     Integrity/Confidentiality      

 

       

Essential   Essential   Essential  


SEN TA Job Description  
Read more
Read more
Similar to
Popular now
Just for you