Duties and Responsibilities• Support the class teacher to plan, deliver and review lessons which are appropriate to the age and ability of the students so as tofacilitate progression in students’ learning• Support the learning of students in lessons as directed by the class teacher, including small group teaching and full class cover.• Facilitate the exceptional progress and well-being of any individual or group of students; provide guidance and advice to studentson educational and social matters.• Promote and maintain discipline in accordance with the rules and behaviour policy of the academy.• Use formative assessment to adapt teaching and the work of students to make sure that learning is proceeding in the rightdirection and to support that learning.• Lead small group interventions for literacy, numeracy, or pastoral support.• Support students outside of lesson, as appropriate.• Provide intimate care (including toileting, as required) in accordance with academy policies and procedures.• Communicate effectively with the class teacher/s and SENCO to share students' learning.• Support the delivery of exams and other summative assessments.• Support staff and students by signposting the use of specialist aid / resources / equipment for students’ needs. As guided by theSENDCo.• Contribute to Induvial Strategy Banks in liaison with students and families.• Develop positive working relationships with students and their families in order t o provide advice , training and guidance.• Live the mission, values and drivers every day.• Engage fully in our trust’s professional growth process to fulfil personal potential and be able to participate effectively in theimplementation of the academy's strategic big moves.• Attend meetings / training and carry out administrative tasks and duties as specified on the academy calendar.• Consistently implement all trust policies and contribute to decision-making and consultation procedures.

Achievements and responsibilities: • Implemented precision teaching targeted interventions, increasing reading, and writing ability by 70%.• Increased the number of students working at expected levels in year 4.• Exceeded all appraisee objectives and consistently hit performance targets tracked by ‘Standards Tracker.’• Devised and implemented a new dyslexia and autism support tool (Clicker), resulting in greater supporting student with special educational needs in reading and writing.• Helped provide a safer environment by employing the school’s assertive behaviour policy. • Differentiated learning, tracking progress and assessment, creating supporting materials to support learner needs and improve decoding techniques through ‘Read Write Inc.’• Assumed responsibility during teacher absences, provided feedback, and supervised students during lunchtime and school trips.

Achievements and responsibilities: • Leveraged programs like ‘5 Minute Box’ and ‘Ruth Miskin Inc’ phonics to enhance reading and writing fluency.• Achieved a remarkable 65% improvement in fluency, covering areas such as CVC words, CEW, and Set 1/2/3 words.• Translated and adapted materials into Arabic in accordance with the curriculum objectives• Supported learning through additional visuals and flashcards.• Worked closely with class teachers and the Special Educational Needs Coordinator (SENCO)• Collaborated on individualised targets within Education, Health, and Care Plans (EHCP)• Facilitated communication between the school, families, local authorities, and educational representatives.• Assisted students who are learning English as an additional language. Tailored support to meet their specific needs.• Encouraged independence, cooperation, and collaboration among EAL learners.• Contributed to assessing students’ progress and helped them reflect on their own learning.