• Bolton

Website Raise Education & Wellbeing School

Teaching Assistant Level 3

Salary: £17,000 – £19,500 per annum

Contract: Permanent. Term Time plus 10 days.

Working Pattern: 35 hours per week, 40 weeks per year

Primary Purpose of the Job

To support quality teaching and learning and promote and provide safe positive environments to enable pupils to settle down to learn, develop self-efficacy, and make good progress, achieve, and receive nurturing pastoral support that promotes pupil’s well-being.

To encourage and support young people through 1:1 learning or in small group hubs.

To fully support teacher led assessments and the recording and monitoring of progress.

To prepare the learning environment to secure the best possible learning outcomes.

To contribute to positive personal development and enhance pupils’ attitude to self and school.

To understand that ‘behaviour’  that can be challenging is a form of communication, and need of pupils’ to be supported to co-regulate, learn how to self-regulate and have the necessary skills to communicate their thoughts, feelings, and experiences in more appropriate way to be able to thrive within group learning opportunities.

To be able to inspire, support and motivate pupils  who are reluctant or have significant gaps in their education.

To take an active role in therapeutic and wellbeing interventions and activities, both within learning zones and community settings.


Job Description

Support for the Learner
  1. Establish good working relationships with learners, acting as a positive and supportive role model through own conduct and attitude and by setting high expectations of all learners.
  2. Provide consistent support to learners responding appropriately to individual needs identified by the teacher and the EHCP.
  3. Assist with the development and implementation of Individual Education Plans, applying our person-centred approach.
  4. Promote inclusion and acceptance of all learners, demonstrating compassion and understanding of SEND/SEMH needs.
  5. Promote self-esteem and independence, employing strategies to recognise and reward achievement within established policies and procedures.
  6. Under the guidance and direction of the teacher, provide regular and appropriate feedback to learners in relation to progress and achievement, aligned to their IEP’s and SMART Targets.
  7. Ensure that all learning is evidenced and monitored. Identify any areas of concern and alert the teacher.
  8. Assist individual learners experiencing difficulties with learning and/or managing their behaviour by supporting them outside the classroom/social group.
  9. Use creative and innovative methods for engaging and supporting learners with SEND and/or SEMH, who may be resistant to learning.
  10. Work with small groups and 1-2-1 learners either as part of a ‘classroom’ team or individually during lessons and social time.

Support for the Teacher

  1. Establish and maintain an appropriate learning environment, given the needs of the learners and in preparation for lessons, under the supervision of the teacher
  2. Support the teacher by contributing to lesson planning, differentiation, catch-up and recovery or stretch and challenge, to support learning objectives and SMART targets.
  3. Undertake administration on behalf of the teacher, including preparing resources, recording evidence of learning, progress and attainment. 
  4. Support the teacher to manage learners’ behaviour, consistently applying the Positive Behaviour policy, to help them to achieve their educational, social and behavioural targets both inside and outside of the learning environment.
  5. Be responsible for keeping and updating records in agreed format with the teacher, contributing to reviews of systems/records as requested.
  6. Administer assessments and accurately record baselines, achievement and progress.
  7. Promote positive values and attitudes and good pupil behaviour, dealing promptly with conflict and incidents and encouraging learners to take responsibility for their own behaviour in line with established school policies.
  8. Liaise sensitively and effectively with parents/carers as agreed with the teacher within role/responsibility and participate in feedback sessions/meetings with parents/carers under teacher supervision.
Support for the Curriculum
  1. Support the delivery of agreed learning activities/learning programmes, adjusting activities according to learning styles and individual needs. Support the delivery of literacy/numeracy programmes, effectively utilising all alternative learning opportunities to support extended development.
  2. Support the use of ICT in learning activities and develop learners’ competence and independence in its use.
  3. Assist learners to access learning activities through specialist interventions and support.
  4. Determine the need for, prepare and maintain general and specialist equipment and resources.

Support for the Organisation

  1. Be aware of and comply with the organisation’s policies and procedures relating to child protection, health, safety and security, confidentiality and data protection. Report all concerns to the appropriate person (as named in the policy concerned).
  2. Be aware of and support difference and ensure all learners have equal access to opportunities to learn and develop.
  3. Contribute to Raise’s ethos of creating a compassionate and caring environment, applying the principles of trauma and ACE informed Schools. 
  4. Attend and participate in regular meetings as required
  5. Participate in training and other learning activities as required.
    Establish own best practice and use to support others.
    Assist in the supervision, training and development of learning support and wellbeing staff.
  6. Assist with the planning of opportunities for young people to learn in out-of-school contexts, according to school policies and procedures and within working hours.
  7. Accompany learners in community learning settings, learning zones, visits, trips and out of school activities as required.
  8. Transport learners, including to and from home and between learning settings, as required.
  9. Be flexible and prepared to work across other areas of the business to support the overall organisations aims.
  10. To undertake other duties, commensurate with the role.

Person specification

Method of Assessment:
No.CategoriesEssential / DesirableApplication FormInterviewCertificates
Skills and Competencies
1Have high levels of emotional intelligence including personal resilience, calmness under stress and the ability to quickly ‘bounce back’ after setbacks.E
2A strong team player, able to work with staff in the organisation with differing priorities and from different disciplines e.g. education, sports, social work and youth work.E
3Comfortable working in therapeutic, education setting as well as at community locations on a 1-2-1 basis with young people with challenging behaviours.E
4Recognise own strengths and areas of expertise and use these to advise and support others.E
5Have a flexible approach to working with young people to ensure that the complex needs of each individual are met.E
6Have a flexible approach to the working pattern to reflect the needs of the business.E
7Have a full driving licence and be able and willing to transport young people to various locations.E
Knowledge/Experience/Qualifications/Training etc.
8Minimum of 2 years working as a qualified Level 3 TA supporting learners with SEMH needs.E
9Minimum of 2 years supporting pupils undertaking examinations such as Functional Skills and GCSEs.E
10NNEB, BTEC or NVQ Level 3 for Teaching Assistants or equivalent.E
11Good level of literacy and numeracy - minimum L2.E
12Training in literacy/numeracy strategy.D
13Qualification, training and experience in supporting and intervening with speech, language, and communication needs.D
14Specialist subject knowledge in areas of the curriculum.E
15Specialist subject knowledge in maths.D
16Willingness to take responsibility for own learning including partaking in own CPD.E
17Effective use of ICT and its applications, to support learning, monitoring and progress.E
18An ability to form positive working relationships with colleagues, students, parents, carers and statutory bodies.E
19Understanding of inclusion within a school and wellbeing setting.E
20Working knowledge of relevant policies and codes of practice and legislation.E
21Experience of working in outdoors environment including forest and wilderness skills.D

For further information please contact the HR Advisory Team on 01204 431946.

To apply please download the application form, complete and email to mohini.wadher@raisetheyouth.co.uk. Alternatively you can click the ‘apply for job‘ below button below and send via the form.

Download Job Description / Person Specification by clicking here.

Download job advert by clicking here.

Closing date: 17.00, 13th April, 2021.


Raise the Youth Foundation CIC is an Equal Opportunity Employer and welcomes applications regardless of race, nationality, ethnic origin, sex, marital status, disability or age. All applicants are considered based on their merits and abilities for the job. All posts are subject to enhanced DBS checks. We operate a strict safeguarding policy which is consistently and rigorously applied.

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