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Supporting Information
- 1. Supporting Information I currently fulfil the role of HLTA at Clarendon Road Primary School and cover teachers PPA time in the working week for Science. I plan and deliver lessons, as well as marking and assessing pupils work. The role is very demanding and I am able to work under pressure whilst keeping calm and maintaining control. I have also been involved in SATS interventions where Ive helped pupils to achieve the results they need. At Walkden High I supervised an inclusion room within the school called the Reflection/Recovery room. The Reflection/Recovery room supports students who are showing defiant or anti- social behaviour in the classroom. My interventions - with the help of the senior team mean that I spent time with the disruptive pupils to help them understand why their behaviour was incorrect. I also monitored data on the school SIMS to analyse if pupils were underachieving. In the school, I supported children who were underperforming and helped them access the curriculum so that they could reach their full potential. I encouraged children to have positive interaction with their peers and to improve their social skills with the adults in the school. I provided moral guidance and mentored pupils who were struggling to cope in the classroom. The sessions that I had with pupils would also encourage them to build their self-esteem and help improve relationships. I would also liaise with staff regarding coursework where children needed help to ensure that they didnt fall behind in the classroom. I would do this either on a one-to-one basis or in groups depending on the circumstances. I gave objective feedback to the Heads of Years on how the pupil was progressing and whether they needed access to further intervention. I also had to communicate with parents to explain to them what the school was doing to try and help the children. I have had specialist training to work with children who have ADHD and Aspergers or are on the autistic spectrum. I would meet up with these children in the morning to discuss expected behaviour and look at how they were coping in school. I would negotiate strategies with the children and would give them a list of these on a weekly basis to help them in the classroom. I would take them into the sports hall twice weekly to play football or basketball. I have run anger management, self-esteem and friendship groups within the school. In these groups I helped children to create pieces of art as a therapeutic aid. This involved preparing specialist lessons that help children understand how to overcome their problems and also offer them moral guidance. These sessions run for 6 weeks and every child will be evaluated in the sessions to assess if outside agencies need to intervene. Meetings were held regularly with colleagues to discuss how the school can help assess and respond to the childs needs. I would draw up some pastoral support plans to help the children achieve in school. I also got involved in taster sessions with Year 6s who come in the school. These sessions include an introduction to SEAL (Social Emotional Aspects of Learning), circle time, creating posters and discussion about how pupils should behave towards each other. This helped introduce children to the school and would give them a familiar face to recognise when they start in Year 7. Other responsibilities included dropping into lessons to observe how pupils interacted and communicated, I was able to identify those who may lack social skills or have low self-esteem and would benefit from the friendship groups. Students would also be referred to me by Heads of Years if they felt that they may benefit from my intervention. I also worked with many outside agencies such as the Youth Service, START and Young Carers, as well as an artist who visited for weekly sessions with pupils. I was tasked with reporting to the attendance officer if there were issues surrounding a childs truancy or late marks. I often liaised with parents about their childrens behaviour and
- 2. would discuss with them strategies and interventions that would help the children to achieve in school. I am an Arts Award advisor and have run an art club/workshop during lunchtime. Students wishing to join had to create a portfolio of work which was moderated and assessed for the Arts Council. I have successfully managed to obtain grants to fund art workshops in the school through the Arts Council. I often took children on visits to galleries and workshops as a reward for creating excellent work. This involved risk assessment and health and safety assessments before each visit. These trips encouraged the children to get involved with culture and the workshops can give them the confidence to produce brilliant work. I designed and painted a special therapy room within the school for sessions with pupils. When I worked in Salford City Academy, I was the main support for a child who had statement of ADHD. My role was to assist with learning, behaviour, safeguarding, and if needed the administration of the childs medication. I would respond to the childs needs by teaching him to be independent and self-reliant. Many pupils with ADHD have low self- esteem and I would be consistent in using positive praise. In the classroom I would support the rest of the students in class so as not to draw too much attention to the childs disability. I would be involved in the updating of the childs IEP (Individual Education Plan) and in arranging family action meetings to assess the childs attainment and establish strategies to help them. I ran an arts club/workshop at lunchtime for GCSE students to help them to improve their coursework. Under the Head of Art I would also cover lessons when we had a short supply of staff in the Arts department. This would involve planning and preparation of the classroom and ensuring that children understood whats expected of them. During my time at Salford City Academy I was a form teacher for a vertical tutor group and had to plan activities, rewards, charity events and trips for the students in my hub class. When I worked in Harrop Fold my main duties were supporting the Foundation class in Year 7. Most of the children in the class had moderate or specific learning difficulties and needed constant support to keep them motivated and on task. When supporting the lesson I would monitor the children and record information for reference, so that staff could have an understanding of how to work with those pupils. I would help the teacher differentiate work as necessary to help the pupils access learning. My experiences and training means that I am suitably qualified for the role and would be an asset to the school. I am open to new concepts and always build up good relationships with students. I enjoy supporting pupils and helping them build their confidence and gain the ability to achieve.