- Job role
- Teaching assistant
- Working pattern
- Full time
35 hours per week, 39 weeks per year, term time only.
- Contract type
- Fixed term (12 months)
- Grade 5, points 13-19 (£22627 - £25481 pro rata)
This is an exciting career development opportunity for a suitably experienced professional seeking a significant management position in a challenging but highly rewarding inner city primary school.
You will be expected to
• Lead and motivate a team of Teaching Assistants and have responsibility for their
performance management and attendance management
• Have responsibility for lunchtime organisation
• Lead a number of school initiatives and be a key member of the Senior Leadership
• Have HLTA status, or equivalent qualification or experience
There will be the usual expectation of carrying out specified teaching work for whole classes in line with the school’s scheme of supervision, so this position would suit a newly qualified teacher who is seeking experience of this type before embarking on a teaching career.
In return we can offer
• A highly committed professional staff
• Supportive parents and governors
• Well behaved and polite pupils
• A multicultural work environment with a highly positive ethos unique to a one form
entry primary school
Main Purpose of the Job:
To complement the professional work of teachers by taking responsibility for agreed learning activities. This will involve planning, preparing and delivering learning programmes and support to individual pupils, small groups and, on a short term basis, to whole classes.
To be responsible for the management and development of several specialist areas in school and leading and deploying teaching assistants, both in addressing the needs of pupils who require help to overcome barriers to learning and also over the lunchtime period
To work in collaboration with teaching colleagues to co-ordinate and plan schemes of work to be used by teaching assistants undertaking specified teaching work
To be a member of and contribute to the Senior Leadership Team
To line manage and supervise teaching assistants, including the organisation and implementation of cover, lunchtime arrangements, performance management procedures and managing attendance procedures
This job post has expired.
If you need these documents in an accessible format, please contact the school.
- School type
- Local authority maintained school, ages 3 to 11
- Education phase
- School size
- 208 pupils enrolled
- Age range
- 3 to 11
About Cheetwood Primary School
Cheetwood Community Primary School is a one form entry primary school located on the north side of Manchester, but within very close walking distance of the city centre. The school is situated on the junction of two major roads into/out of the city. Manchester Prison (formerly Strangeways) is 200 metres away and the school is largely surrounded by industrial and retail units.
Cheetwood is very close to both the Salford and Bury borders. In July 2021, the outgoing Y6 cohort fed into 10 different high schools within 3 different local authorities. This has a significant influence on the quality and complexity of the school's transition processes, further compounded in 2021 with the additional challenge of schools unable to undertake face to face transition activities due to the COVID-19 pandemic.
The school's population is richly diverse. 96% of pupils are from minority ethnic backgrounds (an increase of 4% in the last two academic years), which is three times the national average, with 31 different minority groups being represented in the school, also an increase on last year. 82% of pupils speak English as an additional language, which is four times the national average. Of these EAL pupils, 24% of them are at the early stages of English acquisition, which is a 5% increase on last year. 34 different languages are represented in the school, which is broadly the same as last year.
During the Ofsted inspection in March 2018, inspectors judged that “The school’s curriculum strongly supports pupils’ language development. This helps pupils, particularly those who speak English as an additional language, to make good progress in their learning”.
The multicultural and diverse nature of the school contributes significantly to its positive ethos.
Ofsted inspectors also judged that “This is a highly inclusive school……work to promote pupils’ spiritual, moral, social and cultural development is highly effective……leaders value highly the ‘richness of beliefs, cultures and experiences’ of pupils and staff”.
48% of pupils are eligible for free school meals, which is a 5% increase since last year, more than twice the national average (21%) and also higher than the Manchester average.
14.6% of learners at Cheetwood have ‘additional support’ for high levels of special educational needs which is an increase of 5% since last year. This is broadly in line with the national average, but when broken down, the school has a higher % of pupils with education, health and care plans (ie those pupils with the most complex of needs).
The school’s rates of transience remain very high and continue to increase year on year. Last academic year, 78 pupils left or came to the school other than at the normal time of admission, this is 41% of the school population. This is an increase on 2020/2021 when the school experienced 36% transience (with 72 pupils leaving or coming to the school other than at the normal time of admission). In spite of regular changes to the pupil population, pupil behaviour is consistently very good. High mobility has not acted as a barrier to learning or disrupted lessons but in fact the consistently good behaviour has greatly supported the inclusion of new pupils into the school community.
On entry to nursery, outcomes are well below that expected of rising 4-year olds. Records of achievement and profile data show that children enter nursery with very low starting points in basic key skills. As a result practitioners have to plan for, resource and assess children within the 16 – 26 months learning and development phase of the EYFS (two age phases below where nursery children are expected to be working).
Parents/carers rarely need to raise a concern or issue with the school but when this does occur records and logs show that matters are resolved quickly and satisfactorily. Based upon the strong partnerships already in existence with parents/carers, the school was one of the first schools in Manchester to receive accreditation for the nationally recognised Leading Parent Partnership Award.
Consultation with parents/carers is a strength of the school and opportunities to seek the views and opinions of stakeholders are planned throughout the year. This includes the Ofsted ‘Parent View’ questionnaire and bespoke surveys linked to school improvement priorities.
Due to school closures during the Covid 19 pandemic, statutory testing in primary schools was suspended in 2019-2020 and 2020-2021 so Cheetwood’s most recent externally validated data is from the academic year 2018-2019. This data is summarised below:
EYFS 67% of pupils at the end of the EYFS achieved GLD, which is above the Manchester average and just below national. The percentage of pupils achieving prime learning goals (74%) and specific learning goals (67%) was above the Manchester average in both areas.
Phonics 81% of pupils achieved the required standard in the Y1 phonics screening in 2019; this is in line with both the Manchester and the National average.
KS1: Reading 72% (above the Manchester average and just below national). Writing 79% (well above the national and Manchester average). Maths 86% (well above national and Manchester averages. Outcomes for pupils working at greater depth at the end of KS1 were in line with Manchester in reading and writing.
KS2: Reading76% (above national and Manchester averages). Writing 79% and GPS 83% (above national and Manchester averages). Maths in maths (79%) (the same as national average and above Manchester). RWM 66% (above national and Manchester). Outcomes for pupils working at greater depth were above national and Manchester in GPS (41%), above Manchester in writing (17%), in line with Manchester in maths (24%) and below Manchester and national in reading. The combined percentage (10%) was in line with national.
Progress measured from KS1 to KS2:
Progress in reading, writing and maths was within the national average.
Internal Data 2020-2021
The school uses Target Tracker as an assessment tool and during the last academic year continued to collect and evaluate data relating to progress and attainment and this was used to inform planning and provision. Whole school, end of year data, indicates that there was accelerated progress in spoken language, reading, writing and maths in all cohorts providing strong evidence that a well-planned and effective recovery curriculum had a direct impact on good outcomes.
EYFS: School closures were especially disruptive for school’s youngest learners but the combination of a strong remote learning offer, and an intensive catch up programme in the summer term resulted in accelerated progress in all areas of learning. As a result, 48% of pupils achieved a good level of development with attainment of 59% in the prime areas.
Phonics: There was a national phonics screening for Y2 pupils in autumn 2020. An intensive phonics catch up programme implemented in the autumn term that continued during periods when the Y2 bubble was taught remotely resulted in 88% of the core cohort passed phonics screening (3 INA pupils arriving in the autumn term are excluded from the core cohort)
Y4 Multiplication Test: Although this was not a statutory requirement a multiplication screening test was completed with 96% of pupils meeting the expected standard.
Y2: Accelerated progress in reading, writing in maths and significant increases in the percentage of pupils meeting age related expectations (ARE). Reading increased by 30%, writing by 40% and maths by 22%.
Y6: Accelerated progress in reading, writing and maths and significant increases in the percentage of pupils meeting ARE. Reading increased by 34%, writing 27% and maths 37%. As a result of these increases the percentage of pupils meeting the expected standard at the end of KS2 was Reading 61%, writing 57% and maths 64%. This is based on all pupils in Y6 regardless of how long they have been on role. However, tracking data for the ‘Ever Cheetwood’ group of pupils (those that have been at Cheetwood continuously since reception) shows that 69% of pupils made the expected standard in reading, writing and math and 62% combined. This demonstrates the impact of high quality teaching over time, good teaching during periods of remote learning and a strong recovery from the periods of lost learning the cohort experienced in Y5 and Y6.
Arranging a visit to Cheetwood Primary School
Interested candidates are warmly invited to visit the school by prior arrangement. Please telephone 0161 834 2104.