About this Role

We welcome applicants for the position of Higher Level Teaching Assistant (Outreach and Inclusion).

The expectation is that successful applicants would work towards the “Higher Level Teaching Assistant” Standards or equivalent qualification or be prepared to undertake the qualification.

The successful candidate will play a pivotal role in delivering our Outreach service to schools within the local community, as well as lead delivery of support through Richmond Hill’s Inclusion support team and provide general HLTA cover across the school.

You should:

• Have high levels of resilience and experience working with children and young people with ASD, SLD and with SEMH and behavioural difficulties 

• Be passionate about teaching and learning

• Be able to work creatively and to use initiative

• Be an innovative and reflective practitioner who is keen to learn

• Be positive with a “can do” attitude

•  Be committed to improving the life chances of every child

Inclusion Support Team Role Purpose (0.4)

The post holder will support and strengthen the school’s graduated response process, ensuring that pupils receive timely, targeted and effective support in line with the Therapeutic Thinking approach. The role focuses on improving provision for individual pupils with needs relating to communication, behaviour, sensory and physical development, and cognition.

The postholder will work closely with the Behaviour Lead and SENCO to process internal referrals, contribute specialist input, and support pupils who require more targeted intervention in class. This will include completing detailed Assess, Plan, Do, Review cycles, maintaining high-quality documentation, and ensuring that support, strategies and interventions are clearly tracked over time.

The role will also involve undertaking or facilitating observations of individual pupils to identify strengths, needs and barriers to learning. The postholder will provide clear advice, practical strategies and support to staff, followed by monitoring and review to ensure recommendations are implemented effectively and have a positive impact on pupil progress, engagement and inclusion.

Outreach Role Purpose (0.4)

The purpose of this part of the role is to provide specialist outreach support to mainstream schools, helping them to meet the needs of pupils with additional needs through practical, evidence-informed advice, modelling and guidance. The role involves working directly with school staff to observe pupils and classroom practice, identify barriers to learning and participation, and recommend strategies that support behaviour, communication, sensory regulation, SEMH needs and inclusion.

The postholder will undertake regular outreach visits to mainstream settings, liaise with SENCOs, teachers and other relevant staff, and provide follow-up reports with clear recommendations and next steps. They will model effective strategies and interventions, support the implementation of agreed approaches, and carry out planned follow-up observations to monitor progress, impact and sustainability.

The role also includes leading training for mainstream school staff, developing and sharing practical resources and guidance materials, and contributing to outreach records, impact evaluations and wider service documentation. Through this work, the postholder will help build capacity in mainstream schools, promote inclusive practice, and improve outcomes for pupils.

General HLTA role purpose (0.2)

To complement the professional work of Teachers by taking responsibility for agreed learning activities, supported by direction from Teaching Staff. This will involve teaching to cover PPA, planning, preparing and delivering lessons and learning activities for individuals, groups and whole classes. Working with the teacher to develop and advise others on working with children within your pathway. Working closely with others within your pathway to establish a clear vision and plan for children within the class that supports their behaviour and learning needs.

It will also involve assessment, recording and reporting on achievement, behaviour for learning, progress and development. This may also include the management, support and development of other staff.