Support Staff
There are many types of support staff within a school: teaching and classroom assistants; learning support assistants; librarians; science technicians; ICT technicians; food technicians; design and technology technicians; and administrators.
Further information can be found on our interactive map for non-teaching staff.
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Higher Level Teaching Assistant
Higher level teaching assistants (HLTAs) do all the things that regular teaching assistants do but they have an increased level of responsibility. For example HLTAs teach classes on their own, cover planned absences and allow teachers time to plan and mark.
Under the direction of a teacher, HLTAs often plan, prepare and deliver learning activities with individual pupils, groups and (in the short term) whole classes, and also assess, record and report on pupils' progress.
Many HLTAs have a role to play outside the classroom, as well: they may manage other classroom-based staff, develop a specialist curriculum area within the school and often liaise with parents and carers on sensitive issues for particular pupils.
More information about the skills and experience you’ll need for the role: http://www.skillsforschools.org.uk/roles-in-schools/higher-level-teaching-assistant/
Professional standards for HLTAs: http://www.skillsforschools.org.uk/resources-research/professional-standards-for-school-roles/professional-standards-for-hltas/
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Teaching Assistant
Teaching assistants support teachers and help children with their educational and social development, both in and out of the classroom. The roles and responsibilities of teaching assistants are varied and differ between schools. Your job can include:
- getting the classroom ready for lessons
- listening to children read, reading to them or telling them stories
- helping children who need extra support to complete tasks
- helping teachers to plan learning activities and complete records
- supporting teachers in managing class behaviour
- supervising group activities
- looking after children who are upset or have had accidents
- clearing away materials and equipment after lessons
- helping with outings and sports events
- taking part in training
- carrying out administrative tasks
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Cover Teacher
Cover teachers / supervisors are suitably-trained school staff who supervise pupils carrying out pre-prepared exercises when teaching staff are on short-term absence. The cover supervisor’s main job is to manage a classroom, ensuring that students remain on task with the work they have been set.
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PPA Cover Teacher
PPA time stands for 'planning, preparation and assessment' time. It is time allocated for a teacher to complete their duties away from the children in their care. This includes teachers, headteachers, deputy heads and those with other responsibilities like SENCOs.
PPA Cover teachers / supervisors are suitably-trained school staff who supervise pupils carrying out pre-prepared exercises when teaching staff are carrying out PPA duties. The PPA Cover teacher’s main job is to manage a classroom, ensuring that students remain on task with the work they have been set.
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SCITT / ITT Trainee
Train with Us - Hampshire SCITT Partnership
You need to get ‘qualified teacher status’ (QTS) to teach in the majority of schools in England. This includes primary, secondary and special ‘maintained schools’ - part of the state funded schools system.
Train to teach in Hampshire with Hampshire SCITT Partnership. Across our partnership, we work with some of the best secondary schools in Hampshire. You will be training with knowledgeable and enthusiastic teachers who are committed to education and leaders in their own fields. If you complete the course successfully, you will be awarded QTS and a PGCE.
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Early Career Teacher
Following Initial Teacher Training, Early Career Teachers are entitled to a structured 2-year package of high-quality professional development. The early career framework is the evidence base which underpins this new entitlement for early career teachers’ professional development. It sets out what all early career teachers should learn about, and learn how to do, during the first 2 years of their careers. HISP Teaching School Hub is a delivery partner for the Education Development Trust.
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Upper Pay Scale Teacher
The Upper Pay Range is a pay range offering significantly higher pay than the main pay range. Accessing the UPR is often referred to as ‘crossing the threshold’.
The criteria you must meet before moving onto the UPR are:
- that you are highly competent in all elements of the relevant standards (Teachers’ standards); and
- that your achievements and contribution to the school are substantial and sustained.
Teachers’ standards: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/665522/Teachers_standard_information.pdf
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Assistant Head of Year
To support the Head of Year in delivering all aspects of the role including but not limited to:
- Taking overall pastoral responsibility for a full year group of students and have accountability for the progress attainment and wellbeing of one year group of students.
- Taking responsibility for the welfare of students; follow up incidents; maintain detailed records and student files; meetings with parents during or after school as required, sometimes with other senior staff members; arrange sanctions where appropriate; communicate with parents.
- Managing and leading a team of tutors, meeting with them both formally and informally on a regular basis in order to coordinate their work and to support the tutors by both counselling and disciplining students as and when appropriate.
- Supporting the development of all intervention activities for your year group.
- The organisation of and attendance at all school public events, including but not restricted to, open days and parents evenings
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TLR Departmental / School Responsibilities
The role may be varied, but will essentially involve supporting the subject leader to provide effective leadership and management of a specific subject to secure:
- High-quality teaching
- Effective use of resources
- Improved standards of learning and achievement for all
Implementation of school improvement priorities through the departmental improvement plan
Skills, knowledge and personal qualities:
- Expert knowledge of the National Curriculum
- Understanding of high-quality teaching and learning strategies in the subject, and the ability to model this for others and support others to improve
- Ability to build effective working relationships with staff and other stakeholders
- Ability to adapt teaching to meet pupils’ needs
- Ability to build effective working relationships with pupils
- Knowledge of guidance and requirements around safeguarding children
- Effective communication and interpersonal skills
- A commitment to getting the best outcomes for all pupils and promoting the ethos and values of the school
- Uphold and promote the ethos and values of the school
Teachers’ standards: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/665522/Teachers_standard_information.pdf
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Research Lead
This role is for classroom teachers who have been teaching for 5 or more years who strive to continually improve their classroom practice and the outcomes of their students through the best use of research evidence.
Research leads have the following roles:
- To foster a research culture throughout the trust and remain up-to-date with the best research evidence related to teaching and learning;
- To identify the strengths and limitations of different techniques and provide simple starting points for critical engagement with research;
- To encourage and support colleagues with inquiry projects by providing a framework for conducting them.
- To exemplify and share how to bridge the gap between research and classroom practice.
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Head of Year
Delivering all aspects of the role including but not limited to:
- Taking overall pastoral responsibility for a full year group of students and have accountability for the progress attainment and wellbeing of one year group of students.
- Taking responsibility for the welfare of students; follow up incidents; maintain detailed records and student files; meetings with parents during or after school as required, sometimes with other senior staff members; arrange sanctions where appropriate; communicate with parents.
- Managing and leading a team of tutors, meeting with them both formally and informally on a regular basis in order to coordinate their work and to support the tutors by both counselling and disciplining students as and when appropriate.
- Supporting the development of all intervention activities for your year group.
- The organisation of and attendance at all school public events, including but not restricted to, open days and parents evenings
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SENCo
The SENCO, under the direction of the headteacher, will:
- Determine the strategic development of special educational needs (SEN) policy and provision in the school
- Be responsible for day-to-day operation of the SEN policy and co-ordination of specific provision to support individual pupils with SEN or a disability
- Provide professional guidance to colleagues, working closely with staff, parents and other agencies
- The SENCO will also be expected to fulfil the professional responsibilities of a teacher, as set out in the School Teachers’ Pay and Conditions Document.
Skills and knowledge:
- Sound knowledge of the SEND Code of Practice
- Understanding of what makes ‘quality first’ teaching, and of effective intervention strategies
- Ability to plan and evaluate interventions
- Data analysis skills, and the ability to use data to inform provision planning
- Effective communication and interpersonal skills
- Ability to build effective working relationships
- Ability to influence and negotiate
- Good record-keeping skills
Personal qualities:
- Commitment to getting the best outcomes for pupils and promoting the ethos and values of the school
- Commitment to equal opportunities and securing good outcomes for pupils with SEN or a disability
- Ability to work under pressure and prioritise effectively
- Commitment to maintaining confidentiality at all times
- Commitment to safeguarding and equality
SEND code of practice: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25
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Subject Leads / HOD
The subject leader will take lead responsibility for providing leadership and management of a specific subject to secure:
- High-quality teaching
- Effective use of resources
- Improved standards of learning and achievement for all
- Implementation of school improvement priorities through the departmental improvement plan
Skills, knowledge and personal qualities:
- Successful experience of subject leadership
- Expert knowledge of the National Curriculum
- Understanding of high-quality teaching and learning strategies in the subject, and the ability to model this for others and support others to improve
- Awareness of local and national organisations that can provide support with delivering the subject
- Ability to build effective working relationships with staff and other stakeholders
- Ability to adapt teaching to meet pupils’ needs
- Ability to build effective working relationships with pupils
- Knowledge of guidance and requirements around safeguarding children
- Good IT skills
- Effective communication and interpersonal skills
- Ability to communicate a vision and inspire others
- A commitment to getting the best outcomes for all pupils and promoting the ethos and values of the school
- Uphold and promote the ethos and values of the school
- Ability to work under pressure and prioritise effectively
- Maintain confidentiality at all times
- Commitment to safeguarding and equality
Teachers’ standards: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/665522/Teachers_standard_information.pdf
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HISP Research School Leadership
This role is for leaders who have experience of providing school to school support as an ELE. Research School Leads communicate with system leaders (Teaching School Hubs, Local Authorities, Headteacher networks) to develop school improvement partnerships across the region, and to then coordinate, monitor and evaluate the partnership programme delivery.
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Assistant Head Teacher
The assistant head of school will support the headteacher and deputy headteacher in:
- Communicating the school’s vision compellingly and supporting the headteacher’s strategic leadership
- The day-to-day management of the school
- Formulating the aims and objectives of the school
- Establishing policies for achieving these aims and objectives
- Managing staff and resources to that end
- Monitoring progress towards the achievement of the school’s aims and objectives
Qualities
The assistant head of school will:
- Uphold public trust in school leadership and maintain high standards of ethics, behaviour and professional conduct
- Build positive and respectful relationships across the school community
- Serve in the best interests of the school’s pupils
Teachers’ standards: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/665522/Teachers_standard_information.pdf
Headteachers’ standards:
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Deputy Head of School
The deputy head of school, under the direction of the head of school, will take a major role in:
- Formulating the aims and objectives of the school
- Establishing policies for achieving these aims and objectives
- Managing staff and resources to that end
- Monitoring progress towards the achievement of the school’s aims and objectives
Qualities
The deputy head of school will:
- Uphold public trust in school leadership and maintain high standards of ethics, behaviour and professional conduct
- Build positive and respectful relationships across the school community
- Serve in the best interests of the school’s pupils
Teachers’ standards: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/665522/Teachers_standard_information.pdf
Headteachers’ standards:
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Headteacher
The headteacher will:
- Establish and sustain the school’s ethos and strategic direction together with the governing board and through consultation with the school community.
- Establish and oversee systems, processes and policies so the school can operate effectively.
- Identify problems and barriers to school effectiveness, and develop strategies for school improvement that are realistic, timely and suited to the school’s context
- Make sure these school improvement strategies are effectively implemented
- Monitor progress towards achieving the school’s aims and objectives
- Allocate financial resources appropriately, efficiently and effectively
- Uphold public trust in school leadership and maintain high standards of ethics, behaviour and professional conduct
- Build positive and respectful relationships across the school community
- Serve in the best interests of the school’s pupils
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Head of School
The headteacher will:
- Establish and sustain the school’s ethos and strategic direction together with the governing board and through consultation with the school community
- Establish and oversee systems, processes and policies so the school can operate effectively
- Identify problems and barriers to school effectiveness, and develop strategies for school improvement that are realistic, timely and suited to the school’s context
- Make sure these school improvement strategies are effectively implemented
- Monitor progress towards achieving the school’s aims and objectives
- Allocate financial resources appropriately, efficiently and effectively
Qualities
The headteacher will:
- Uphold public trust in school leadership and maintain high standards of ethics, behaviour and professional conduct
- Build positive and respectful relationships across the school community
- Serve in the best interests of the school’s pupils
Teachers’ standards: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/665522/Teachers_standard_information.pdf
Headteachers’ standards:
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Executive Headteacher
The position role of an executive head teacher usually comes in one of three forms:
- The appointed executive head is responsible for the management of more than one school. They remain the head teacher of their current school, but also become the strategic leader of one or more other schools.
- The executive head has no substantive headship in any school but remains the strategic leader of a chain, federation or collaboration of schools.
- The executive head teacher is above the head teachers appointed to manage each individual school within the consortium.
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Director of Education
As a key member of the Trust’s senior leadership team the Director of Education will have overall responsibility for developing and implementing our strategic educational vision for the schools across the Trust. The Director of Education will work jointly to deliver the education vision and school improvement strategy for the Trust for all phases ensuring the organisation reflects the lived values and ethos set by the Board of Trustees and delivery of the strategic goals of the Trust.
Responsibilities:
- Strategic Leadership, Governance, partnerships and accountability
- People leadership and development
- School Improvement
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Main Scale Teacher
In years 3 to 6, teachers practice and apply the knowledge and effective behaviours developed in years 1+2 through the ECT support programme.
Teachers’ standards: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/665522/Teachers_standard_information.pdf
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Evidence Lead in Education
This role is for expert practitioners who have experience of successfully leading a team using an evidence informed approach.
ELEs provide support for both their own school, and schools beyond their own. Typically, this is based around a general understanding of evidence and evidence-informed school improvement, with specific areas of deep specialist knowledge. They do this through:
- Communicating with schools about evidence in a particular area, to an audience from teachers, middle leaders to senior leaders.
- Delivery of specific training (around subject or topic)
- Providing follow-on support to enable schools to structure and plan change in particular areas
Click here for a list of useful resources specific to this role