Class Teaching Assistant (H1–H4)

Welcome from the Headteacher

About Giles Junior School

• Relational and restorative practice
• High expectations for learning and behaviour
• Consistency across all classrooms
• A commitment to ongoing professional growth

• Warm, calm adults
• A well‑structured and purposeful learning environment
• Clear boundaries, predictable routines and positive relationships
• A curriculum that builds confidence, resilience and independence

Our Core Principles

1. Relational Practice & Professional Growth

• Use calm, assertive language rather than reactive or punitive tones.
• Focus on restorative dialogue and repairing relationships.
• Replace vague feedback with clear, supportive language (e.g. “Let’s try that again calmly”).
• Work reflectively, welcoming feedback as a professional tool.
• Think restoratively, not emotionally.
• Balance compassion with high expectations.
• Ensure additional breaks or support for pupils are purposeful, time‑limited and scheduled.
• Work collaboratively with teachers, SENDCo, and leaders to ensure children engage with learning rather than avoid it.

2. Full Attention to All Pupils in the Classroom

• Are fully present and engaged with pupils throughout lessons.
• Maintain calm, uncluttered learning environments.
• Share responsibility for learning and behaviour.
• Complete admin tasks outside of learning time.
• Use technology efficiently (e.g. clickers for slides) to maintain focus on pupils.
• Prepare resources in advance so they are accessible, organised and purposeful.

3. Contribution to Wider School Life

• Embrace collaboration and teamwork.
• Meet deadlines and communicate proactively.
• Attend key events and briefings.
• Use diaries/calendars to stay organised.
• Are solution-focused and communicative when challenges arise.

4. Reinforcing Key Behaviour Expectations School‑Wide

• Walking calmly in corridors.
• Keeping hands and feet to themselves.
• Using equipment safely.
• Engaging respectfully with adults and peers.
• Responding positively to reminders and routines.

Professional Consistency Charter

Before Lessons

• Resources prepared in advance.
• Calm, decluttered learning environments.
• Clear learning objective displayed.
• Links to prior learning planned.

During Lessons

• Explicit teaching and modelling.
• Adults standing when delivering content.
• Consistent use of universal signals.
• Purposeful talk partners.
• Targeted questioning.
• Adults circulating to give live feedback.

After Lessons

• Review of learning objective.
• Teacher reflection to inform next steps.

Job Description – Class Teaching Assistant (H1–H4)

Main Purpose

Key Responsibilities

H1–2 Responsibilities

• Support individuals or small groups within lessons.
• Promote a safe and positive learning environment.
• Support behaviour management strategies.
• Assist with emotional well‑being and social needs.
• Prepare/organise resources and learning spaces.
• Support learning through play.
• Assist with breaktime duties, educational visits, and daily support needs.
• Record basic pupil data.
• Follow personalised behaviour systems when required.
• Provide written or verbal feedback to pupils and teachers.

H3–4 Additional Responsibilities

• Plan and teach small groups under teacher guidance.
• Assess learning and provide feedback.
• Plan and deliver bespoke interventions (e.g. emotional regulation, wellbeing).
• Contribute to school initiatives (e.g. clubs, displays, systems).

Whole School Expectations

• Uphold school policies and ethos at all times.
• Maintain organisation, tidiness and calm in learning spaces.
• Understand and work within safeguarding requirements.
• Build positive relationships with pupils, parents and colleagues.
• Engage in professional development including the 7 Habits/Leader in Me.

Person Specification

Essential

• Experience working with children (minimum 6 months, voluntary or paid).
• Minimum Grade C/Level 4 in GCSE Maths and English.
• Awareness of the National Curriculum.
• Understanding of safeguarding.
• Ability to implement effective behaviour strategies.
• High expectations for children.
• Ability to prioritise and stay calm.
• Commitment to confidentiality, equality and professional values.

Desirable

• Qualifications in child development.
• Safeguarding training (Level 1), Prevent, First Aid.
• Strong ICT skills to support learning.
• Sense of humour and creativity.
• Engagement with current educational practice.
• Positive communication and body language.

Why Join Giles Junior School?

• A supportive, collaborative staff team.
• High‑quality professional development.
• Clear routines and expectations that help you succeed.
• Leadership that is visible, relational and encouraging.
• A calm culture built on consistency and care.