Senior Teaching Assistant (S6) – Academic Support & Intervention
Responsible to: Assistant Headteacher/ TLR3 Lead for Support Strategies, Transition & Targeted Academic Intervention
Working closely with: SENCo, Assistant Headteachers, Subject Coordinators, Class Teachers and Teaching Assistants
Salary Grade: Surrey Pay S6 £31,659 - £33,952 (Pro rata £24,340)
30 Hours per Week | 39 Weeks per Year | Term Time Only
Start Date: Sept Onwards 2026
Contract Type: Permanent
"A cheerful warm welcome awaits pupils as they arrive at this school. This positive approach carries on throughout all activities during the day. Consequently, strong and trusting relationships between adults and pupils are built, and pupils say they feel safe in school." Ofsted
Job Purpose
To support the delivery of the school’s whole-school strategy for targeted academic intervention, transition support and early identification of academic vulnerability.
The postholder will work under the direction of the Assistant Headteacher/TLR3 Lead responsible for Support Strategies, Transition & Targeted Academic Intervention to plan, deliver, monitor and evaluate evidence-based interventions that improve pupil progress, particularly for vulnerable learners and pupils at risk of underachievement.
The Senior Teaching Assistant will provide specialist literacy and numeracy intervention support, coordinate and monitor intervention programmes across key stages, and support the development of high-quality intervention practice amongst the wider Teaching Assistant team.
The role will also contribute to transition arrangements, pupil review systems and wider inclusion support, working collaboratively with the SENCo where appropriate.
Key Responsibilities
1. Targeted Academic Intervention
Work closely with the line manager responsible for Support Strategies, Transition & Targeted Academic Intervention and, where appropriate, the SENCo to plan, deliver and evaluate targeted academic interventions.
● Support the co-design and implementation of bespoke intervention packages
● Deliver high-quality targeted interventions for individuals and small groups across key stages
● Support the timetabling, organisation and monitoring of intervention programmes across the school
● Maintain accurate intervention records, pupil progress information and impact evaluations
● Contribute to intervention review meetings and provide feedback to teachers, families and senior leaders regarding pupil progress and next steps
● Support the delivery of intervention programmes in collaboration with subject coordinators and SLT, including initiatives such as catch-up reading, literacy recovery and numeracy support
● Where appropriate, supervise or cover classes and deliver planned learning activities for groups of pupils
● Support staff in the use of effective learning strategies
● Lead and support Teaching Assistant training linked to intervention approaches
● Ensure specialist intervention knowledge and good practice are effectively shared across the wider support staff team.
● Contribute to breaktime and lunchtime provision for vulnerable pupils, including structured clubs and support activities that promote engagement, confidence, academic progress, strengths and talents.
● Contribute to the school’s transition arrangements for vulnerable pupils and pupils requiring additional academic support.
● Work collaboratively with SLT, teachers, the SENCo and families to support personalised transition arrangements where required.
● Model effective intervention strategies and classroom support approaches.
● Support the monitoring and consistency of intervention practice across the support staff team.
● Assist with the induction and ongoing development of Teaching Assistants within the intervention programme.
● Support workload organisation and the effective deployment of intervention staff as directed by the line manager.
● Provide data and reports to support half-termly progress reviews and intervention evaluations.
General Responsibilities
● Support the school’s safeguarding policies and procedures at all times.
● Promote inclusion, equality and positive behaviour.
● Work collaboratively with colleagues, families and external professionals.
● Uphold the values and ethos of the school.
● Maintain confidentiality and professional standards.
● Participate in training and professional development relevant to the role.
● Undertake duties commensurate with the grade and nature of the post.
Person Specification
Essential Qualifications and Experience
● Minimum of 5 GCSEs (Grade C/4 or above), including English and Mathematics, or equivalent.
● Experience of delivering literacy and/or numeracy interventions.
● Experience of supporting pupils with differing academic needs.
● Experience of working collaboratively with teaching staff and support staff.
● Competent in the use of IT systems for recording and monitoring pupil progress.
Essential Knowledge and Skills
● Good understanding of effective literacy and numeracy intervention strategies.
● Understanding of barriers to learning and strategies to support vulnerable pupils.
● Knowledge of safeguarding, inclusion and equality practices.
● Ability to organise and prioritise workload effectively.
● Good written and verbal communication skills.
● Ability to work independently and use initiative within established procedures.
● Ability to guide and support less experienced colleagues.
● Good administrative, organisational and analytical skills.
Desirable
● Experience supporting pupils with SEND and/or EHCP outcomes.
● Experience contributing to transition support arrangements.
● Experience of monitoring intervention impact using progress data.
● Experience delivering small group or whole-class learning activities.
Additional Information
The role may include:
● Leading small group or whole-class learning activities
● Supporting intervention provision during breaktimes and lunchtimes
● Flexibility to support intervention delivery across different key stages
● Attendance at relevant review meetings and training sessions
The postholder will work within established school procedures but will be expected to organise their own workload, prioritise interventions and contribute proactively to whole-school improvement priorities linked to academic support and inclusion.
Safeguarding Statement
Woodfield School is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults and expects all staff and volunteers to share this commitment. We welcome applications from underrepresented groups including ethnicity, gender, transgender, age, disability, sexual orientation or religion.
Appointment to this post is subject to an Enhanced Disclosure and Barring Service (DBS) check, satisfactory references, online searches and all other pre-employment checks in accordance with Keeping Children Safe in Education. We are committed to safer recruitment practices and promoting the welfare of all children and young people.
Woodfield School is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults and expects all staff and volunteers to share this commitment. We welcome applications from underrepresented groups including ethnicity, gender, transgender, age, disability, sexual orientation or religion.