About the role
Elsworth C of E (VA) Primary School is committed to providing an excellent standard of education with a strong Christian ethos. Pupils are proud to attend our school and are keen to learn. They speak positively about being part of a small school where everyone is known, accepted and cared for. All our work is underpinned by the motto of the school, “We work, we play, we care, we pray”. The staff are committed to respond fully to the academic, social, spiritual and emotional needs of our pupils and this is reflected in all aspects of our school’s work.
We are looking for a special person who is highly motivated, hardworking and enthusiastic to join our team.
We need someone to work in Upper Key Stage 2, Monday to Friday, supporting our children’s learning and preparing resources in the morning. The role also involves a daily Midday Supervisor role for between 30 and 60 minutes per day. A lunch break will be factored into the hours worked.
Advert closing date: 01/05/24
Interview date: 09/05/24
For more information or to chat about this opportunity please contact
Mrs Elizabeth Bennett at head@elsworth.cambs.sch.uk
Elsworth Primary School – Inspiring learning, friendship, compassion and faith
What will you be doing?
JOB PURPOSE:
To support the class teacher and other staff in ensuring the active participation of all children in the academic and social activities of the school. To contribute to raising standards for all children and general school improvement.
CHILD SUPPORT:
Support for learning:
Under the direction of the teacher:
• Carry out pre-determined tasks necessary to support learning for all children across all curriculum subjects.
• Explain lessons and work to individual children or small groups.
• Ensure children are focussed and engaged in the work provided.
• Provide learning support as required for children with additional needs.
• Adapt lessons to meet the needs of individual and groups with a wide range of abilities, key stages and learning needs.
• Perform activities with and take responsibility for small groups at different levels who would benefit from extra attention of a different learning approach.
• Help shape children’s learning activities to best support them in reaching learning objectives, individual targets.
Care for children:
• Provide supervision and assistance in and between lessons as required.
• Comfort upset or distressed individuals
Child development:
• Help support the emotional, physical and educational development of all children taking account of the individual’s needs.
• Support children (and their parents) with specific or significant developmental needs including cognitive ability, learning skills, disabilities, language or cultural assimilation.
Relationships:
• Establish and maintain supportive relationships with individual children by building mutual trust and respect.
• Be approachable to children who require help.
Inclusion:
• Inform and advise the teacher and school staff as required on the best ways of promoting inclusion for all children.
• Encouraging the acceptance of individuals with additional needs or from different backgrounds and cultures.
TEACHER SUPPORT:
Learning environment
• Have responsibility for organising the learning environment and/or class resources.
• Develop learning aids as required to support individuals.
• Ensure safety standards are maintained.
Record keeping
• Monitor and track progress and feedback on individuals as required.
• Undertake basic record keeping as required.
Planning & Evaluation
• Contribute to the planning and evaluation of work programmes for individuals and groups of children.
• Evaluate the success of activities against learning objectives or targets.
Support Activities
• Undertake support activities for the class teacher as required eg photocopying, mounting work.
Behaviour Management
• Promote positive behaviour management at all times in line with school policy.
• Deal with any accidents, first aid issues or child illness in line with school policy.
• Anticipate and act to prevent potential problems & manage ongoing problems with individuals or groups and advise other staff as necessary.
SCHOOL SUPPORT:
Working Relationships
• Maintain effective & professional working relationships with colleagues, parents and outside agencies.
• Attend and actively participate in relevant staff meetings.
• Support other staff members and contribute to the school as a member of the team.
• Take responsibility for own professional development.
Child Safety & Security
• Remain vigilant at all times to ensure all children remain safe at school.
• Follow advice and information relating to “Keeping Children Safe in Education; Child Protection; the Prevent duty and take necessary action as appropriate.
Support Activities
• Provide reasonable support to the school e.g. dealing with parents, visitors, displays etc. as necessary.
• Play a role in facilitating school events.
Confidentiality
• Observe the school’s policy on confidentiality.
About you
Person Specification
GCSEs at grades 9 to 4 (A* to C) including English and Maths
Experience of providing support and pastoral care for children
Good literacy and numeracy skills
Good organisational skills
Ability to build effective working relationships with pupils and adults
Excellent verbal communication skills
Active listening skills
The ability to remain calm in stressful situations
Knowledge of guidance and requirements around safeguarding children
Good Computing skills, particularly using Computing to support learning
Enjoyment of working with children
A team player who can work in a busy environment
Sensitivity and understanding, to help build good relationships with pupils
A commitment to getting the best outcomes for all pupils and promoting the ethos and values of the school
Commitment to maintaining confidentiality at all times
Commitment to safeguarding pupil’s wellbeing and equality
Good attendance and punctuality
An understanding of and commitment to equal opportunities
About us
Cambridgeshire is a great place to work and live with a diverse population, an urban centre in Cambridge, historic Isle of Ely, Huntingdon and St Ives as well as more rural landscapes.
Our four values are central to our culture, driving everything we do.
We are proud to serve the diverse communities of Cambridgeshire and want our workforce to be reflective of this diversity, which we firmly believe benefits our colleagues, the organisation and our communities. If you don’t meet every single requirement in the job role but think this could be you, please don’t be put off. We are committed to building a workplace that is compassionate and inclusive as well as diverse, so if you think you could be a good candidate for this role please consider applying and speak to the recruiting manager if you have any questions.
Our Equality, Diversity and Inclusion Strategy, along with our employee network 'IDEAL' and self-organised peer support groups help us to foster an inclusive, supportive and safe working environment where people feel valued, respected, and empowered. We collect relevant diversity data for monitoring as part of the recruitment process to understand the diversity of our applicants and monitor any trends throughout the recruitment processes so that we can take meaningful action.
We are proud to be a Disability Confident Employer. We fully support providing reasonable adjustments throughout our recruitment process, as well as when you join us, and we encourage candidates to contact the Hiring Manager, whose details can be found in the advert, to discuss any adjustment needs. Some examples of adjustments could include additional time to complete an assessment or printing a document on pastel coloured paper with larger font size and line spacing. We would value talking about what might be possible to enable you to join us and thrive, so if there is something that would help you to do your best during your journey with us, please get in touch.
Visit our jobs and careers section to find out more about our wide range of learning and development opportunities; apprenticeships; our wellbeing package; staff benefits; our commitment to equality, diversity and Inclusion.
