The document summarizes the applicant's experience working in various roles to support students in both primary and secondary schools. Some of the key responsibilities discussed include: delivering lessons and assessing student work as an HLTA; supervising an inclusion room and providing interventions for disruptive or underperforming students; running social/emotional support groups and working with students on the autism spectrum; coordinating art clubs and trips; liaising with parents and outside agencies; and assisting a student with ADHD by ensuring support for their learning, behavior, and independent living skills. The applicant believes their training and experiences would make them well-qualified for the role.

1. Supporting Information
I currently fulfil the role of HLTA at Clarendon Road Primary School and cover teachers PPA
time in the working week for Science. I plan and deliver lessons, as well as marking and
assessing pupils’ work. The role is very demanding and I am able to work under pressure
whilst keeping calm and maintaining control. I have also been involved in SATS interventions
where I’ve helped pupils to achieve the results they need.
At Walkden High I supervised an inclusion room within the school called the
Reflection/Recovery room. The Reflection/Recovery room supports students who are
showing defiant or anti- social behaviour in the classroom. My interventions - with the help
of the senior team – mean that I spent time with the disruptive pupils to help them
understand why their behaviour was incorrect. I also monitored data on the school SIMS to
analyse if pupils were underachieving. In the school, I supported children who were
underperforming and helped them access the curriculum so that they could reach their full
potential. I encouraged children to have positive interaction with their peers and to improve
their social skills with the adults in the school. I provided moral guidance and mentored
pupils who were struggling to cope in the classroom. The sessions that I had with pupils
would also encourage them to build their self-esteem and help improve relationships. I
would also liaise with staff regarding coursework where children needed help to ensure that
they didn’t fall behind in the classroom. I would do this either on a one-to-one basis or in
groups depending on the circumstances. I gave objective feedback to the Heads of Years on
how the pupil was progressing and whether they needed access to further intervention. I
also had to communicate with parents to explain to them what the school was doing to try
and help the children.
I have had specialist training to work with children who have ADHD and Asperger’s or are on
the autistic spectrum. I would meet up with these children in the morning to discuss
expected behaviour and look at how they were coping in school. I would negotiate strategies
with the children and would give them a list of these on a weekly basis to help them in the
classroom. I would take them into the sports hall twice weekly to play football or basketball.
I have run anger management, self-esteem and friendship groups within the school. In these
groups I helped children to create pieces of art as a therapeutic aid. This involved preparing
specialist lessons that help children understand how to overcome their problems and also
offer them moral guidance. These sessions run for 6 weeks and every child will be evaluated
in the sessions to assess if outside agencies need to intervene. Meetings were held regularly
with colleagues to discuss how the school can help assess and respond to the child’s needs. I
would draw up some pastoral support plans to help the children achieve in school.
I also got involved in taster sessions with Year 6’s who come in the school. These sessions
include an introduction to SEAL (Social Emotional Aspects of Learning), circle time, creating
posters and discussion about how pupils should behave towards each other. This helped
introduce children to the school and would give them a familiar face to recognise when they
start in Year 7.
Other responsibilities included dropping into lessons to observe how pupils interacted and
communicated, I was able to identify those who may lack social skills or have low self-esteem
and would benefit from the friendship groups. Students would also be referred to me by
Heads of Years if they felt that they may benefit from my intervention.
I also worked with many outside agencies such as the Youth Service, START and Young
Carers, as well as an artist who visited for weekly sessions with pupils.
I was tasked with reporting to the attendance officer if there were issues surrounding a
child’s truancy or late marks. I often liaised with parents about their children’s behaviour and

2. would discuss with them strategies and interventions that would help the children to achieve
in school.
I am an Arts Award advisor and have run an art club/workshop during lunchtime. Students
wishing to join had to create a portfolio of work which was moderated and assessed for the
Arts Council. I have successfully managed to obtain grants to fund art workshops in the
school through the Arts Council. I often took children on visits to galleries and workshops as a
reward for creating excellent work. This involved risk assessment and health and safety
assessments before each visit. These trips encouraged the children to get involved with
culture and the workshops can give them the confidence to produce brilliant work. I designed
and painted a special therapy room within the school for sessions with pupils.
When I worked in Salford City Academy, I was the main support for a child who had
statement of ADHD. My role was to assist with learning, behaviour, safeguarding, and if
needed the administration of the child’s medication. I would respond to the child’s needs by
teaching him to be independent and self-reliant. Many pupils with ADHD have low self-
esteem and I would be consistent in using positive praise. In the classroom I would support
the rest of the students in class so as not to draw too much attention to the child’s disability.
I would be involved in the updating of the child’s IEP (Individual Education Plan) and in
arranging family action meetings to assess the child’s attainment and establish strategies to
help them.
I ran an arts club/workshop at lunchtime for GCSE student’s to help them to improve their
coursework. Under the Head of Art I would also cover lesson’s when we had a short supply of
staff in the Arts department. This would involve planning and preparation of the classroom
and ensuring that children understood what’s expected of them. During my time at Salford
City Academy I was a form teacher for a vertical tutor group and had to plan activities,
rewards, charity events and trips for the students in my hub class.
When I worked in Harrop Fold my main duties were supporting the Foundation class in Year
7. Most of the children in the class had moderate or specific learning difficulties and needed
constant support to keep them motivated and on task. When supporting the lesson I would
monitor the children and record information for reference, so that staff could have an
understanding of how to work with those pupils. I would help the teacher differentiate work
as necessary to help the pupil’s access learning.
My experiences and training means that I am suitably qualified for the role and would be an
asset to the school. I am open to new concepts and always build up good relationships with
students. I enjoy supporting pupils and helping them build their confidence and gain the
ability to achieve.