RESPONSIBLE TO: Headteacher or Senior Teacher or Higher Level Teaching Assistant but works to and with a qualified teacher on a day to day basis.

• Grade: Scale C to Scale 4
• Actual Salary £13,990.59 – £14,244.70
• (Full Time Equivalent salary: £20,812 – £21,189)
• Hours:8:30 am – 3:30pm (28.75hrs per week, 39 weeks per year) 1 hour lunch break

We a seeking to appoint a friendly, energetic and enthusiastic Teaching Assistant to work within our successful, creative school.

Are you:

• Caring, reliable and motivated?
• Passionate about learning, resilient and have a sense of humour?
• Experienced in supporting children within a school setting?
• Able to work as part of a team?

You are warmly invited to telephone the Headteacher, who will be pleased to discuss the post in more detail.

Please contact the school for an application form and job profile. Completed application forms should be emailed to office@st-francisofassisi.norfolk.sch.uk

Closing Date:       Friday 24^th March 2023

Interview Date:   Week beginning 27^th March 2023

Job Description:

1. PURPOSE AND SCOPE

1.1       Under the direction/instruction of teaching/senior staff: work with individuals/groups to supervise physical/general care of pupils, including those with SEN; support access to learning for pupils and provide general support to the teacher in the management of pupils and the classroom.

2. ORGANISATIONAL RELATIONSHIPS

2.1       Liaise with teachers and other support staff and appreciate/support the role of other professionals. As directed, liaise with parents and volunteers.

3. MAIN DUTIES AND RESPONSIBILITIES

Support for pupils

3.1       To attend to the personal and social needs of pupils and any other special requirements depending on the nature of a pupil’s special needs and, wherever possible, making these part of the learning experience.

3.2       Under agreed school procedures, to give first aid/medicine where necessary; accompany sick children home, or to a health centre or hospital; or assist with programmes of special care such as physiotherapy, hydrotherapy or speech therapy, under the direction of the appropriate specialist.

3.3       Supervise and support pupils ensuring their safety and access to learning.

3.4       Establish good relationships with pupils, acting as a role model and being aware of and responding appropriately to individual needs, promote the inclusion and acceptance of all pupils and encourage pupils to interact with others and engage in activities led by the teacher.

Support for teachers

3.5       Prepare classroom as directed for lessons and clear afterwards and assist with the display of pupils’ work.

3.6       Be aware of pupil problems, progress and achievements, report to the teacher as agreed and undertake pupil record-keeping as requested.

3.7     Support the teacher in managing pupil behaviour, reporting difficulties as appropriate.

3.8     Provide clerical and administrative support by photocopying, typing, filing and collecting money.

Support for the Curriculum

3.9     Support pupils to understand instructions and in undertaking literacy and numeracy tests as directed by the teacher.

3.10   Prepare and maintain equipment/resources as directed by the teacher and assist pupils in their use, including the use of basic ICT as directed.

Support for the School

3.11     Be aware of and comply with policies and procedures relating to child protection, equal opportunities, health and safety and security, confidentiality and data protection, reporting all concerns to a named appropriate person.

3.12     Be aware of and support difference and ensure all pupils have equal access to opportunities to learn and develop.

3.13     Attend relevant meetings as required and participate in training and other learning activities and performance development required.

3.14     Assist with the supervision of pupils out of lesson times, including before and after school. Accompany teaching staff and pupils in visits and out of school activities as required.

3.15     Undertake other similar duties and activities that fall within the grade and scope of the post, as directed by the Head teacher.

PERSON SPECIFICATION

Experience	Experience of working in a support  capacity in a school with pupils of relevant age or in an appropriate learning environment.	Desirable
Qualifications and Training	Good literacy and Numeracy skills.     Commitment to participating in development and training opportunities.   Completion of DfES Teacher Assistant Induction Programme or equivalent experience.   ELSA	Essential     Essential     Desirable
Knowledge and Skills	Use basic technology – computer, video, photocopier;   Ability to relate well to children and adults;   Work constructively as part of a team, understanding classroom roles and responsibilities and your own position within these.   Experience with Reading, Maths and/or Speech and Language interventions. First Aid training.   Experience of supporting pupils with EAL	Essential     Essential   Essential Desirable   Desirable   Desirable

General Information

• The job descriptions details the main outcomes required and should only be updated to reflect major changes that impact on the outcomes of the job

• All work performed/duties undertaken must be carried out in accordance with relevant Trust, department and school’s policies and procedures, within legislation, and with regard to the needs of our customers and the diverse community we serve.

• Job holders will be expected to be flexible in their duties and carry out any other duties commensurate with the grade and falling within the general scope of the job, as requested by management.

JOB TITLE: School Inclusion Coach

RESPONSIBLE TO: Headteacher. Working as part of the school’s Inclusion Team.

GRADE: Scale F/ Point 14   Actual Salary (pro rata) £15625.00      (FTE £23,484.00)

HOURS: 28.75 hours per week (8:30am – 3:30pm) 37 weeks (term time) + 1 week.

1. PURPOSE AND SCOPE

The role of the Inclusion Coach is to support children in school with their learning and behaviour needs, liaising with school staff, families and external agencies where necessary.  The Inclusion Coach role forms an integral part of our Inclusion Team: by working closely with the Headteacher, Senior Leaders – including both the SENDCo and Behavioural Lead – and with class teachers and TAs, the Inclusion Coach will aim to enable pupils to independently access class-based learning, supporting co-regulation and promoting self-regulation. They will use a range of diagnostic, therapeutic and responsive approaches, informed by research, best practice and St Francis of Assisi and Trust policies.

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2. ORGANISATIONAL RELATIONSHIPS

2.1 Liaise with teaching staff, other support staff, health and education specialists, parents, visitors and volunteers. 

2.2 Sharing responsibility for organising, developing and maintaining specific school areas relevant to your role; namely; the Reset Room, The Nest and the Sensory Room.

3. MAIN DUTIES AND RESPONSIBILITIES

Pupil Behaviour and Inclusion

3.1 Build good relationships with pupils throughout the school, ensuring time is spent praising and acknowledging positive learning and behaviour choices.

3.2 Liaise with school or classroom adults who need additional advice or suggested strategies for pupil inclusion, including adaptive teaching (scaffolding, direct instruction, TA deployment and/or flexible grouping); Zones of Regulation; etc.

3.3 Support classroom adults dealing with incidents of pupil dysregulation or heightened behaviour by taking responsibility for those children who need to be withdrawn from lessons for short periods in order to ‘reset’.

3.4 Support children who are having difficulties in class or in the playground and work with them on a one-to-one or small group basis so that they are able to more independently manage their own behavioural responses.

3.5 Work alongside specific children within their own classroom setting to model and support strategies previously introduced to them.

3.6 Identify children who would benefit from specific interventions such as protective behaviours or nurture and work with these children on a regular basis.

3.7 Assess pupil need for the appropriate support, using a range of assessment models, monitoring and reporting on impact.

Family Support

3.8 Where agreed, provide a point of contact for families of pupils who are receiving inclusion support.

3.9 Where relevant, meet with outside agencies under the direction of the SENCo or Behavioural Lead.

3.10 Keep records of all involvement with pupils, uploading documents and/or details onto CPOMs.

Safeguarding

3.11 Play a proactive role in safeguarding across the school and attend Inclusion Team meetings

3.12 Contribute to referrals where appropriate

3.13 Join and contribute to Early Help meetings, EHAPs and/or EHCP meetings for relevant pupils and families.

3.14 Provide written documentation in relation to specified pupils for both internal and external purposes

3.15 Create and maintain strong relationships with appropriate outside agencies and other schools to ensure that St Francis of Assisi can access high quality external support where possible and appropriate.

General

3.16 Maintain confidentiality at all times.

3.17 To support admin duties in relation to child welfare

3.18 Responsibility for safeguarding and promoting the welfare of children at the school.

3.19 Play an active part in promoting teamwork and good communication throughout the school.

3.20 Complete required training relevant to your role and pro-actively seek further professional development opportunities.

3.21 St Francis of Assisi has a commitment to be inclusive in terms of ethnicity, gender, disability, social background and academic ability and expects all staff to share this responsibility.

3.22 St Francis of Assisi and St John the Baptist Catholic Multi Academy Trust are committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.

Essential Qualities

The successful candidate must have:

• A commitment to inclusion
• Excellent communication skills
• An ability to work under pressure and deal with conflicting demands.
• Excellent interpersonal skills and the ability to liaise with colleagues, pupils, and parents/carers
• Effective behaviour management skills and experience of using restorative approaches
• An ability to develop positive relationships with disaffected pupils
• An ability to relate to and empathise with pupils
• An ability to exercise authority appropriately
• Knowledge of relevant educational legislation
• An ability to demonstrate common sense, respond in a pragmatic way, make decisions and deal with problems as they arise
• A professional, non-judgemental and tactful approach