Support Staff Matrix

Reports to / Support for Pupils / Support for Teachers / Support for Curriculum / Support for School / Entry / Possible
Progression
LSA 1 / Member of School Management Team or Special Educational Needs Co-ordinator (SENCO) or Class
Teacher or Senior LSA / Working with individual or groups of children
assist in ensuring pupils are kept on task and complete activities set by teachers
• Deal with behavioural and special needs issues in conjunction with the teacher / Help implement lesson plans
• Provide feedback to pupils in conjunction with the headteacher / Assist the teacher with testing and assessment
• Review progress of pupils against learning
programmes / Implement curriculum policies
• Detect signs of behavioural issues
• Work with outside agencies
• Playtime supervision / Necessary role-related knowledge, skills and experience at selection
• Empathy with pupils and sympathetic to their needs
• Basic literacy and numeracy skills
• Good communication skills and able to clarify and explain instructions clearly
• Professionally discrete and able to respect confidentiality on particular issues
• Well developed interpersonal skills and sense of humour enabling effective relationships
with a variety of different people
• Team Worker / LSA 2
LSA 2 / Member of School Mgt team or SENCO or Class Teacher or Senior LSA / • Working with individual or groups of children, assist in ensuring pupils are kept on task and complete activities set by teachers
• Deal with behavioural and special needs issues in conjunction with the teacher / Help implement lesson plans
• Provide feedback to pupils without reference to the
teacher
• Take small class of small group of pupils for defined activities e.g. reading, in the presence of a class
teacher / Contribute with teacher to lesson contents and aims
• Support and work with teacher in testing /
assessment / Carry specific specialist responsibility and support other staff in this area when needed
• In conjunction with teacher, liaise with parents on pupil progress / Entry: Necessary role-related knowledge, skills and experience at selection
• Empathy with pupils and sympathetic to their needs
• Trained at least to NVQ2 standard
• Minimum of 3 year’s relevant experience in a teaching/learning/child support working environment
•Basic literacy and numeracy skills
•Good communication skills and able to clarify and explain instructions clearly
• Professionally discrete and able to respect confidentiality on particular issues
• Well developed interpersonal skills and sense of humour enabling effective relationships
with a variety of different people
• Team Worker / LSA 3/HLTA
LSA 3 / Class Teacher/Support Staff Manager / Assume whole class responsibility for teaching and
learning, as directed by the teacher for a day or days at a time
• Use specialist skills to support pupils, fostering independence
• Assist with Individual Education Plans (IEP’s) / Working unsupervised, assist the teacher to create an appropriate learning environment
• Work with the teacher in lesson planning, adjusting plans as appropriate
• Evaluate pupils responses to activities through planned
observation
• Participate in assessment to identify pupils who need extra
help to overcome learning difficulties and assess progress / At whole class level, contribute to and implement curriculum programmes / Establish constructive relationships with agencies
• Supervise pupils on school trips/out of school activities
• Provide training and support to staff as appropriate in area
of strength/ expertise
• Some limited supervisory responsibilities
• Undertake a significant whole school responsibility eg SCIPS training or significant specialist responsibility. / Empathy with pupils and sympathetic to their needs.
• NVQ3 for Teaching Assistants or equivalent qualification or experience.
• Excellent literacy/numeracy skills.
• Minimum of 2 years’ relevant experience in a teaching/learning/child support working
environment.
• Good communication skills and able to clarify and explain instructions clearly.
• Can use ICT effectively to support learning.
• Working knowledge of national/foundation stage curriculum, particularly literacy and numeracy requirements, and other relevant learning programmes/
strategies.
• Professionally discreet and able to respect confidentiality on particular issues. / QTS
Cover Supervisor / Cover Manager/Support Services Manager / Provide objective and accurate feedback to the teacher on the conduct of the lesson including keeping appropriate records as agreed with the teacher. / Comply with instructions requested by the usual class teacher.
• Promote positive values, attitudes and good pupil
behaviour, dealing promptly with conflict and
incidents in line with established policy and encourage pupils to take responsibility for their own
behaviour / Make appropriate use of equipment and resources.
• Comply with lesson plans and instructions from class teacher / Be aware of and comply with policies and procedures relating to child protection, equal
opportunities, health and safety and security,
confidentiality and data protection, reporting all concerns to an appropriate person.
• Undertaking playtime or lunchtime supervision of
pupils.
• In line with the operational needs of the school,
undertake other duties (e.g. supervising
examinations) when needed.
• Participate in training and continuing professional
development.
• Attend relevant school meetings as required / Empathy with pupils and sympathetic to their needs
• Trained at least to NVQ3 standard
• Minimum of 2 year’s relevant experience in a teaching/learning/child support working
environment
• Good literacy and numeracy skills
• Good communication skills and able to clarify and explain instructions clearly
• Professionally discrete and able to respect confidentiality on particular issues
• Well developed interpersonal skills and sense of humour enabling effective relationships
with a variety of different people
• Team Worker / HLTA
QTS
HLTA 1 / Class Teacher or Support Staff Manager / Assume whole class responsibility for teaching and learning, as directed by the teacher
• Use specialist skills to support pupils, fostering
independence
• Assist with Individual Education Plans (IEP’s) / Working unsupervised, assist the teacher to create
an appropriate learning environment
• Work with the teacher in lesson planning, adjusting
plans as appropriate
• Evaluate pupils responses to activities through planned observation / At whole class level, contribute to and implement
curriculum programmes / Establish constructive relationships with agencies
•Supervise pupils on school trips/out of school activities
• Provide training to staff as appropriate in are of strength/ expertise
• Some limited supervisory responsibilities / Empathy with pupils and sympathetic to their needs.
• Meet Higher Level Teaching Assistant standards.
• NVQ3 for Teaching Assistants or equivalent qualification or experience.
• Excellent literacy/numeracy skills.
• Minimum of 2 years’ relevant experience in a teaching/learning/child support working environment.
• Good communication skills and able to clarify and explain instructions clearly.
• Can use ICT effectively to support learning.
• Working knowledge of national/foundation stage curriculum, particularly literacy and numeracy requirements, and other relevant learning programmes/strategies.
• Professionally discreet and able to respect confidentiality on particular issues. / QTS
HLTA 2
HLTA 2 cont / Class Teacher or Support Staff Manager / Assess needs of pupils
• Develop Individual Education Plans (IEP’s)
• Routinely provide cover for short term teacher
absence / Working unsupervised, manage the learning
environment with the teacher
• Under supervision, plan challenging learning
objectives
• Provide accurate feedback and reports on pupil
achievement
• Liaise with parents on behalf of the teacher to report on/ review pupil progress / Work alongside the teacher in development of
curriculum programmes
• Deliver learning activities, select and prepare
resources
• Advise on the deployment of specialist equipment / Take initiative to develop multi-agency support
• Lead, advise and support others in area of expertise
• Deliver out of school learning activities that
consolidate class work
• Manage a group of LSA’s
• Select and develop opportunities for managed staff / Empathy with pupils and sympathetic to their needs.
• Meet Higher Level Teaching Assistant standards or equivalent qualification or experience
• NVQ4 for Teaching Assistants or equivalent qualification or experience.
• Excellent literacy/numeracy skills.
• Training in relevant learning strategies, e.g. literacy and/or in particular
curriculum or learning area, e.g. bi-lingual, sign language, Makaton, dyslexia,
ICT, Maths, English, CACHE, etc. In special schools, training in SCIP, PECS,
ASD and manual handling may be essential requirements.
• Minimum of 2 years’ relevant experience in a teaching/learning/
child support
working environment.
• Understanding of statutory frameworks relating to teaching.
• Good communication skills and able to clarify and explain instructions clearly.
• Can use ICT effectively to support learning.
• Working knowledge and experience of implementing national/foundation stage
curriculum and other relevant learning programmes/
strategies. / QTS

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Last updated: December 2008