Valued • Independent • Enriched • Worthwhile
Teaching Assistant
Ref: SCH-TPAT-0014 1 day(s) remainingAdditional Information
Contract Type: Permanent Contract Term: TTO - Term time only Hours per Week: 30.00 Weeks per Year: 43.600 Pay Grade: Support Staff | SCP1 - SCP1The Role
Dear Prospective candidate
Many thanks for your interest in the role of teaching assistant at Kingfisher School.
Would you like to join our happy and caring school where teaching and therapies combine to support the development of each child? We are looking for enthusiastic, inspirational, and creative teaching assistants to join our team.
Kingfisher School is a unique, friendly, and successful school based in Abingdon, Oxfordshire, and is part of The Propeller Academy Trust. Our vision is that Kingfisher School is a place where everyone is valued to develop independence through an enriching curriculum which is worthwhile. This is the Kingfisher VIEW.
We provide high quality education for children and young adults aged 2-19 years who have severe, profound, and complex needs including autism. Our school is organised into pathways that are designed to meet the particular needs of the children, offering them learning programmes that build on their individual strengths and celebrate their achievements.
It is a place where every child has an aspirational and personalised education programme that ensures they receive an exceptional opportunity to succeed.
We would like to hear from you if
- You have good numeracy, literacy, and ICT skills (GCSE Level 4 or equivalent in English and Math’s is desirable)
- You have the ability to work with a range of children and young people with additional and complex needs
- You are a team player who can build good working relationships with colleagues
- You are flexible, enthusiastic, and resilient, with a good sense of humour
- You are committed to ongoing personal development
- You have high aspirations in teaching and learning for all children and young people
What can we offer you
- The opportunity to work with a progressive and forward-thinking multi-academy trust, where you are making a difference to the lives of young people.
- Opportunities for development and career progression
- Extensive induction programme and ongoing CPD and training
- A range of staff benefits including one wellbeing day per term (after a qualifying period, pro rata for part time employees), access to an Employee Assistance Programme and a workplace pension scheme (LGPS)
- Free eye test for DSE users
- Free flu vaccinations
- Free tea and coffee
- Refer a friend bonus (up to £500)
- A positive and friendly working environment
Please note that CVs will not be accepted. No agency applications either please.
For informal enquiries please contact us at recruitment@kingfisher.oxon.sch.uk
Visits to the school are welcome by arrangement. Unless stated otherwise, applications will be considered on receipt and interviews arranged accordingly.
Please note, the school reserves the right to close adverts early if a sufficient response is received. Early applications are therefore advised.
Skills
| Experience | |
|---|---|
| Experience working in a school environment or other educational setting |
Desirable
|
| Good ICT skills, particularly using ICT to support learning |
Desirable
|
| Experience in working with children and Young People with EHCPs |
Desirable
|
| Abilities, Skills and Knowledge | |
| Skills and expertise in understanding the needs of all pupils |
Desirable
|
| Excellent verbal communication skills |
Desirable
|
| The ability to remain calm in stressful situations |
Desirable
|
| Understanding of roles and responsibilities within the classroom and whole school context |
Desirable
|
| Knowledge of guidance and requirements around safeguarding children |
Desirable
|
| Active listening skills |
Desirable
|
| Subject and curriculum knowledge relevant to the role, and ability to apply this effectively in supporting teachers and pupils |
Desirable
|
| Knowledge of how to help adapt and deliver support to meet individual needs |
Desirable
|
| Ability to build effective working relationships with pupils and adults |
Desirable
|
| Good organisational skills |
Desirable
|
| Good literacy and numeracy skills |
Desirable
|
| Personal Attributes | |
| Capacity to inspire, motivate and challenge children and young people |
Desirable
|
| Resilient, positive, forward looking, and enthusiastic about making a difference |
Desirable
|
| Commitment to safeguarding pupil’s wellbeing and equality |
Desirable
|
| Commitment to maintaining confidentiality at all times |
Desirable
|
| A commitment to getting the best outcomes for all pupils, and promoting the ethos and values of the school |
Desirable
|
| Sensitivity and understanding, to help build good relationships with pupils |
Desirable
|
| Enjoyment of working with children |
Desirable
|
| Qualifications | |
| GCSE or equivalent level, including at least a Grade 4 (previously Grade C) in English and maths |
Desirable
|
Related Documents
Safeguarding Information
The Propeller Academy Trust is committed to safeguarding and promoting the welfare of children and we expect all staff to share this commitment.
Where the role for which you are applying involves engaging in regulated activity, it is an offence to apply for the role if you are barred from engaging in regulated activity relevant to children.
A copy of the Propeller Academy Trust’s Child Protection Policy and Safeguarding Policy can be accessed via each member schools website.
Kingfisher School
Radley Road
Abingdon
Oxfordshire
OX14 3RR
Emma Donovan
recruitment@kingfisher.oxon.sch.... https://www.kingfisher.oxon.sch.ukKingfisher-a place where everyone is valued to develop independence through an enriching curriculum which is worthwhile
Kingfisher is a great school and really welcoming as soon as you step through the door. It provides an exciting and well-designed learning environment for a wide variety of learners with additional needs. Our best resource is our dedicated staff. There is a professional partnership here in the school with all colleagues working together to offer the absolute best for our young people.
The school caters for 117 children and young adults aged 2-19, who have severe, complex or profound needs, including autism. Our school is organised into pathways that are designed to meet the particular needs of the children offering them learning programmes building on their individual strengths and celebrating their achievements. There is excellent partnership with the health and social care professionals who work alongside us at Kingfisher.
Our curriculum is designed to support the individual needs of all our pupils. The driving force and intent behind our curriculum is to develop independence at every opportunity.
Parents are welcome and their contribution to school life is valued. The school has lots of friends in Abingdon and beyond and is part of the Propeller Academy Trust. I am delighted to be the Headteacher of this amazing school.
Lorraine Wilson
The Kingfisher Curriculum is taught to pupils in three defined Pathways. Our classes are created by focusing on the pupil’s primary learning needs and the different ways they access the curriculum. EYFS pupils access the Early years Curriculum as an integrated part of the Kingfisher Curriculum. As our pupils move into the Post 16 Curriculum, they continue to have full access to the Kingfisher Curriculum where needed. This works alongside the Foundation Learning Curriculum that supports our Post 16 pupils while they prepare for adulthood.
Many of our pupils at Kingfisher School are working below the National Curriculum Assessment Standards and are therefore working within the engagement model and pre-key stage standards.
The engagement model encourages schools to measure each pupils’ progress independently, according to their individual profile of needs. Our Kingfisher Learning Journeys set out how we support pupil progress through our curriculum.
The engagement model - GOV.UK (www.gov.uk)
We also use the DfE Development Matters Curriculum Guidance to support our teachers to plan and deliver our curriculum to our pupils. This is particularly evident within our Sensory Pathway and all classes where our pupils are at the exploration stage of their learning. Emphasis is placed on:
- playing and exploring – children investigate and experience things, and ‘have a go’
- active learning – children concentrate and keep on trying if they encounter difficulties, and enjoy achievements
- creating and thinking critically – children have and develop their own ideas, make links between ideas, and develop strategies for doing things
The Foundation Stage follows the New Early Years Foundation Stage Curriculum. There are seven areas of learning, 3 being prime areas and 4 being specific. The prime areas are Personal, Social and Emotional Development, Communication and Language and Physical Development. The specific areas are Literacy, Mathematics, Understanding the World and Expressive Arts and Design. All areas are differentiated according to the children’s individual needs. The EYFS curriculum is embedded across the entire Kingfisher Curriculum, so that all pupils at the EYFS stage of development have access to these important areas.
Post 16 Curriculum
Click here to see the Post 16 Brochure
The Post 16 Curriculum has been designed to build upon and expand the existing skills of students, as well as provide them with worthwhile learning opportunities which will enable them to further develop the skills, they need in preparation for adult life and where possible, the world of work.
The curriculum is divided into four strands; Functional Skills, Life and Living Skills, Vocational Studies and Health, Leisure & Recreation. Physical skills are embedded into every area of the curriculum. Each student will work on a personalised programme.
At the end of their programme of study, students will gain accreditation in a QCF recognised qualification. Other accreditation is offered when appropriate including the Bronze Duke of Edinburgh Award.
The Curriculum
Recognising the very different needs of students at Post 16, Kingfisher School has developed two pathways, the Transition Provision (Core and Communication) and the Enrichment Provision (Sensory). The primary purpose of both pathways is communication and independence. The student’s learning is centred around everyday themes found at school, at home and in everyday life. It encompasses life experience of the wider community and is enriching with community experiences. The students will be in a class according to their individual needs but will have opportunities to work across the school with their peer group both on and offsite in the community when appropriate to their needs.
Transition Provision
The Transition Provision enables students to develop functional skills in a range of situations both in school and out in the community. Social communication and independence are the core of the curriculum in which, students are encouraged to make choices, put forward their views, they are given time to complete tasks, problem solve and learn to keep safe. Post 16 students are given many opportunities to generalise the skills that they have already learnt.
Enrichment Provision
The Enrichment Provision that is within our School Sensory Pathway has been especially developed recognising the unique qualities of students with Profound and Multiple Learning Difficulties and/or complex needs. Staff at Kingfisher School recognise that teaching students with complex needs requires a specialised curriculum tailored towards each student’s individual needs. The curriculum has three areas of focus. Communication is the starting point for the curriculum and a Total Communication approach is used consisting of speech, sign, gesture, facial expression, body language, objects of reference, high tech AAC, symbols and photographs. This varied approach allows all students to communicate as fully as possible using their preferred methods. Secondly, the Enrichment Pathway focuses on active engagement. A multi-sensory curriculum is devised to provide opportunities to stimulate the visual, tactile, gustatory, olfactory and kinaesthetic senses as well as the curiosity of each student. Staff have high aspirations for all students. As such the curriculum is designed to be sequential so that students make valuable progress. The students physical and mental health is paramount. All students have access to relevant therapies which when appropriate form part of their individualised programmes