Job Description

Location:

Houlton School, Rugby

Job title:

Higher Level Teaching Assistant (HLTA)

Work Pattern:

Term Time + 5 days

Salary:

NJC17 31,022.00 - NJC22 33,699.00 FTE

Actual Salary:

26,892.93 - 29,213.62

Start date:

As soon as possible

Key relationships:

Head of Faculty SENCo Numeracy and Literacy Coordinators and Leads Teachers Students

Job purpose:

To ensure the smooth day to day running of the Inclusion team and to provide SEMH provision

Responsible to:

Head of Faculty / Lead Teaching Assistant

The post holder is accountable for:

Duties and responsibilities will include:

Timetabling and Staffing:

Managing the TA timetable/staffing on a daily basis, including covering absences and sending the daily-cover sheet to TAs Managing the Inclusion Department diary Contributing to the approval of Absence Requests on internal HR system Undertaking routine and non-routine administrative tasks
Testing (SEMH-Focused Responsibilities)

Supporting the accurate testing of Year 7 students on entry, with a specific focus on identifying SEMH indicators, ensuring students feel safe, calm and regulated throughout the process. Setting up students on platforms, allocating tests, delivering assessments and generating reports with sensitivity to individual emotional needs. Ensuring all key paperwork--especially information relating to previous SEMH support or intervention plans--is collected from feeder schools. Supporting the administration of Rapid and LASS tests, and assisting in the identification of learning needs that may impact emotional wellbeing, including dyslexia profiles. Assisting with annual review testing (WRAT), ensuring assessments are delivered in a nurturing and emotionally safe environment. Working closely with the Numeracy and Literacy Lead to understand how academic vulnerabilities may link to SEMH needs. Gathering teacher evidence for Access Arrangements, particularly where regulation difficulties, anxiety, or emotional barriers affect assessment performance.
TA Support (SEMH-Focused Responsibilities)

Responding to urgent TA enquiries, logging SEMH-related concerns and passing them to the Head of Inclusion for action. Supporting and advising staff on appropriate SEMH strategies for key pupils, including de-escalation, emotional regulation tools, attachment-aware approaches and trauma-informed practices. Leading/co-leading TA briefings with an SEMH lens and minuting key concerns to ensure swift intervention and follow-up. Working alongside the Head of Inclusion to induct new TAs in SEMH expectations, approaches, and systems at Houlton School. Assisting in TA observations, focusing on the quality of SEMH support and interaction with vulnerable pupils. Participating in the recruitment, induction, appraisal, training and mentoring of TAs, ensuring SEMH practice is a central element of training and professional development.
Support for Pupils (SEMH-Focused Responsibilities)

Providing key pupils with the resources they need (laptops, Prodigy, Chromebooks), including tools that support emotional regulation, independence and confidence. Delivering curriculum content to small groups or individuals whose SEMH needs require adapted teaching, such as Functional Skills, Supported Study, Catch-up Literacy/Numeracy, and social thinking or emotional literacy interventions. Supporting pupils across classroom settings using specialist SEMH knowledge, trauma-informed strategies, and an ability to identify emotional triggers or barriers. Leading small groups or whole classes where necessary, ensuring a safe, calm and structured environment for students with SEMH needs. Guiding the work of other adults in the classroom to ensure consistency in behaviour support and emotional regulation strategies. Taking initiative to lead multi-agency approaches, liaising with Early Help, Youth Services, CAMHS, Educational Psychologists and other professionals to support children's emotional and behavioural needs.
Support for the School (SEMH-Focused Responsibilities)

Contributing to whole-school policy with a clear focus on developing SEMH-aware practice, ensuring policies reflect trauma-informed and attachment-aware principles. Promoting inclusion for all pupils by ensuring equal access to learning, removing SEMH barriers wherever possible. Establishing constructive relationships with external professionals to support pupil progress, particularly those delivering SEMH intervention or statutory services. Supporting and modelling the school's ethos, values, and commitment to SEMH-driven, inclusive education. Co-representing teaching assistants at staff or management meetings, ensuring the voice of SEMH practice is clearly communicated.
Job Types: Full-time, Permanent

Pay: 26,892.93-29,213.62 per year

Benefits:

Canteen Company pension Cycle to work scheme Free parking Health & wellbeing programme On-site parking Sick pay
Experience:

Experience with children: 1 year (required) Microsoft Office: 1 year (required)
Work Location: In person