Class Teaching Assistant

About the role

Class Teaching Assistant (H1–H4)

Thank you for your interest in joining Giles Junior School. We are a warm, inclusive and ambitious community where every adult plays a vital role in shaping pupils’ academic, social and emotional success. Our school is built on relational practice, professional consistency, and high aspirations for all children.

This candidate pack outlines key information about the role of Class Teaching Assistant, our expectations, and the principles that underpin everything we do. You are also welcome to provide school photos to personalise this pack.

Giles Junior School is a values-driven school rooted in:

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

We believe that every child deserves:

• 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

These principles run through every classroom and every role in our school.

We:

• 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.

Adults:

• 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.

All staff:

• 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.

Every adult, regardless of role, reinforces expectations such as:

• 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.

We use consistent language, model expectations, and address behaviour early and positively.

We expect all adults to embed the following observable practices:

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

• 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.

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

These practices reduce cognitive load, support inclusion, and build strong learning foundations.

To support teaching, learning and pupil development under the direction of the class teacher. To promote a positive, safe and inclusive environment where all pupils can thrive.

• 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.

• 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).

• 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.

• 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.

• 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.

You will join a school that offers:

• 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.