Salary: NJC Outer London 5/6 points 11-20 Job type: Full Time, Permanent Apply by: 1 December 2024 Job overview Greenshaw Learning Trust is a highly successful multi academy trust that provides excellent quality, comprehensive, non-selective and inclusive education through primary schools and secondary schools. Our schools are based in London, Surrey, Berkshire, Gloucestershire and South Gloucestershire, Bristol and Plymouth. We also have three shared service hubs with remote / hybrid working opportunities where appropriate. We are building a family of like-minded schools that collaborate to provide mutual support, share their good practice and learn from each other, whilst retaining and developing their own distinctive character. We thrive from collaboration at every level. We encourage a culture of sharing ideas and learning from one another. As a Trust of schools, we are ‘Always Learning’. We are looking for a Specialist Teaching Assistant. This is an exciting opportunity to join Greenshaw High School and become an integral member of the Inclusion Department. About the Inclusion Department Main Responsibilities The main duties and responsibilities will include: Delivering individual and small group programmes of learning or therapy; Marking the student’s learning for the programme being delivered, according to the programme instructions and under the supervision of the SENDCo; Using the software of Provision Map to maintain records of interventions and outcomes for the students worked with; Using the software of Provision Map to create Learning Plans and pupil passports for individual students; Liaising with parents as appropriate (such as telephone calls and review meetings), contributing to their positive engagement, advice and guidance; Contributing to reviews of students, as in the Assess, Plan, Do, Review model stipulated in the SEN Code of Practice (2015); Carrying out and reporting on systematic observations and assessments of children to gather evidence of their knowledge, understanding and skills upon which the teacher makes judgments about their stage of development; Contributing to the delivery of access arrangements for SEND pupils in times of assessments and exams; Actively demonstrating expertise and skills in understanding the needs of SEN pupils, working with and advising teaching staff so that they have a clear understanding of these needs; Actively planning and working in partnership with the class teacher to enable SEND pupils, particularly those with SLCN, SPLD and ASD needs to positively engage in the classroom and with learning; Supporting students to find their voice and to develop skills so they are able to meet their desired outcomes and are well prepared for their next steps e.g. to develop social skills, independent learning skills and the capacity to think for themselves; Leading and participating in homework clubs or other enrichment activities that may be needed; Giving positive encouragement, feedback and praise to reinforce and sustain the student’s efforts and develop self-reliance and self-esteem; Monitoring the student’s responses to the learning activities and, where appropriate, modifying or adapting the activities to achieve the intended learning outcomes; Planning and making appropriate resources to support sessions; Establishing supportive relationships with the students concerned; Consistently and effectively implementing agreed behaviour management strategies; Providing additional nurture to individuals, when requested by line management; Working within the framework set by the School Leadership Team, to contribute effectively to planning and preparation of lessons and undertaking a specialist role in these; Liaising with the SENDCo to take part in training activities offered by the school to further knowledge and skills; Undertaking such other duties and responsibilities as may be reasonably requested by the Headteacher in accordance with the relevant Pay and Conditions Document. Whilst every effort has been made to explain the main duties and responsibilities for the post, each individual task undertaken may not be identified. The job description, in consultation with the post holder, may be changed by the Headteacher to reflect or anticipate changes in the job commensurate with the grade and job title. About Greenshaw High School Greenshaw High School Grennell Road, Sutton Surrey SM1 3DY United Kingdom 44 20 87151001 Greenshaw High School is a highly over-subscribed 11 to 19 mixed comprehensive secondary school and sixth form situated in Sutton, South West London. Greenshaw High School is at the heart of a group of over twenty other schools in the Greenshaw Learning Trust. It was designated as a Research School in 2020, so we have access to some of the best research and evidence about how learning can happen most effectively. With these supportive connections it is no surprise that Greenshaw has been popular with parents of children of all abilities and there continues to be a large demand for places. Our Vision We have an established reputation of nurturing high levels of attainment in our students alongside excellent pastoral support. We strive for high outcomes and also value high welfare, for both pupils and staff. Education should not be a choice between one or the other, and we hold both in equal esteem. Our Learning As a comprehensive school, our curriculum breadth is incredibly important for us. We want all of our students to experience a wide range of subjects including maths, English, sciences, humanities and languages, and proudly make a space for the performing and creative arts. We also relish our social responsibility to educate our students about important areas that do not fall neatly into subject categories, but that are critical to young people so they can be empowered citizens and intellectually capable. This includes the books we read in tutor time each morning, and a homework scheme we call The Big Ideas that Shaped the World. Examination Results A level results Reviewing exam outcomes over the last few years of educational disruption presents challenges, but in the previous nine years of public exams our post-16 results were always significantly above national average rates of progress. In the most recent year of public examinations (2019), more than one in five of every A Level grade at Greenshaw High School was at grade A or A with 73% of students achieving a pass at A-C. Over the last two years our students continued to progress well onto their next stage. The majority of our Year 13 students progressed to undergraduate courses (including medicine and law) at prestigious Russell Group universities, including Cambridge and Oxford Universities. We are also proud that our strong work in the creative arts continues to enable large groups of students to move on to foundation art courses, and directly into world leading institutions such as Central St Martins University for the Creative Arts. GCSE results Similarly, in Year 11 the proportion of our students securing firm destinations for post-16 education has been ahead of national averages. They have gone on to access a range of BTEC, A Level and other courses both at our school and other colleges locally. In 2019, Greenshaw High School celebrated the GCSE results achieved by students of the school, with 72% of all qualifications graded at 4 or better (what used to be the old ‘grade C’), and a quarter of all qualifications at grade 7 or higher (the old ‘grade A’). Our Commitment to Your Career As a Research School Greenshaw High School is committed to providing excellent CPD opportunities and career progression for all staff. We prioritise staff training and development and believe that all members of staff should have a thorough induction and an ongoing programme of training and professional development. On each Wednesday lessons end an hour earlier, allowing our training to be done within the school day, rather than in twilight sessions. We call this part of the week ‘Professional Growth’, and is divided between departmental sessions on subject pedagogy, and broader professional enquiry in areas such as assessment, educational disadvantage and language. All colleagues are part of the whole school coaching programme where we review effective lesson structures and pedagogy, enabling all of us to continually reflect on our current teaching and always seek to improve. Our programme of professional development has been recognised as excellent. It was awarded ‘Gold’ status by the Teacher Development Trust, a level of award that is rarely granted. By investing in staff development our staff body is up to date with the latest thinking and practice in education. This in turn enables them to provide the best learning opportunities for our students, something we are passionate about every day we come to work.