Teaching Assistant Level 2 – Aberaeron Comprehensive School

We operate a bilingual policy. All applicants are invited to apply in Welsh, any application submitted in Welsh will not be treated less favourably than an application made in English.

We are looking to recruit a Level 2 Teaching Assistant to support targeted groups of ALN pupils in the mainstream setting in Welsh and English medium classes using a range of support strategies, under the direction of the ALNCo. Support the Literacy Coordinator to deliver a range of interventions in Welsh and English across Key Stage
3. Interventions include:
Welsh & English Spelling and Reading Support and Wellbeing & Social Skills activities. Support the ALNCo to deliver alternative curriculum projects for Welsh and English medium groups.

Ysgol Gyfun Aberaeron is a naturally bilingual school, and it is our aim to support each pupil to be bilingual by the time they leave. We have over 570 pupils with approximately 100 in the sixth form. We aim to create a hardworking environment in which pupils can enjoy academic success, and develop personally and emotionally, by virtue of social and cultural activities.

Pupils are encouraged to do their best at all times, to achieve the highest possible standards for life during and after their school years.

Along with the Additional Learning Needs Department, the school also hosts a Speech, Language and Communication Specialist Resource Center – Canolfan y Môr. The successful candidate will be required to work flexibly as part of a team and be able to change their way of working to meet the various needs of the pupils.

On a day-to-day basis you will:

• Dealing with the pupils' personal needs, and implementing relevant personal programmes, including social, health, physical, hygiene, first aid and welfare issues.
• Supervise and support pupils with special educational needs ensuring they are safe and have access to learning.
• Assist with the development, implementation and review of Individual Education/Behaviour Plans and Personal Care programmes.
• Give feedback to pupils regarding progress, achievement, behaviour, attendance, etc.
• Promote inclusion and acceptance for all pupils.
• Encourage pupils to interact with others and to take part in activities under the guidance of the teacher.
• Encourage pupils to act independently, as appropriate.

We are looking to recruit an individual:

• With good numeracy/literacy skills.
• Who will participate in development and training.
• Who works constructively and flexibly as part of a team understanding classroom roles and responsibilities and your own position within these.

Our ideal candidate will enjoy working in a busy environment, using their own initiative, have a positive outlook and a genuine interest in supporting pupils in their learning.

We are committed to safeguarding and protecting children and adults  part of this commitment, certain roles within our organisation require a Disclosure and Barring Service (DBS) check to assess the suitability of candidates. This role will require an Enhanced DBS check. Please note that the presence of previous convictions will not necessarily disqualify a candidate from consideration for this position. We assess each applicant on a case-by-case basis, and take into account the nature and relevance of any convictions in relation to the responsibilities of the role.

Our goal is to create an inclusive and supportive work environment where all individuals are treated fairly and with respect. If you have any concerns or questions regarding this process, please feel free to contact us for clarification. Your privacy and dignity are of utmost importance to us throughout the recruitment process.

Work-life balance

Lifestyle savings scheme

Generous employer pension scheme

Cycle to work scheme

Learning and development

Schools and Culture

We offer appropriate challenge and support to our schools, to help them deliver first class education to all pupils, across the age and ability range. Our primary functions are as follows:

• School Improvement: Leadership;
  Support and…