Higher Level Teaching Assistant (Holy Trinity CE Primary School)
Location: Bury, UK
Education Phases: Primary;
Job Roles: Higher Level Teaching Assistant;
Working Patterns: Part-Time;
Application Deadline: Wednesday, 1st July 2026
Interview Date: 10th July 2026
Expected Working Start Date: 1st September 2026
Is a Shared Job: No
About us
Welcome to our school Holy Trinity is a vibrant and busy primaryschool in the centre of the historic Lancashire town of Bury. The oldest partsof our school building have been standing for more than 150 years. Our pupilscome from a wide range of backgrounds and cultures with the majority of thembeing of Pakistani heritage. We are proud of the exciting and enrichingexperiences we provide. Our aim is to help children reach their full potentialin a happy, caring and sharing atmosphere that recognises the worth of all inour multicultural, multi-ethnic community. Holy Trinity is proud to be part ofThe Sycamore CE Trust and works in collaboration with a number of Bury schoolsas we live out our motto which is ‘Grow Together Learn Forever’. As a Church ofEngland Aided school we also have close links with our local parish churches,St Peter’s and St Thomas’s. We recognise the importance of spiritualdevelopment for our pupils and aim to promote this through the wholecurriculum. We would love the opportunity to welcome you to the school and showyou round.
Job Description
Support for the pupil
- Use specialist(curricular/learning) skills/training/experience to support pupils.
- Teach high qualitywhole class lessons through covering PPA or short-term sickness absence.
- To plan for lessons when covering PPA.
- Assist with thedevelopment and implementation of provision planning.
- Establish good workingrelationships with pupils, acting as a role model and setting highexpectations.
- Promote inclusion andacceptance of all pupils within the classroom.
- Encourage pupils tointeract with others and work cooperatively with others and engage all pupils in activities.
- Promote self-esteemand independence, employing strategies to recognise and reward achievementwithin established school procedure.
- Provide feedback topupils in relation to progress and achievement under the guidance and directionof the teacher.
Support for the teacher
- Establish and maintainan appropriate learning environment with the teacher.
- Contribute to lessonplanning, evaluating, and adjusting lessons/work plans as appropriate.
- Monitor and evaluatepupils’ responses to learning activities through observation and plannedrecording of achievement against pre-determined learning objectives.
- Provide objective andaccurate feedback and reports as required, to the teacher on pupil achievement,progress, and other matters, ensuring the availability of appropriateevidence.
- Be responsible forkeeping and updating records in agreed format with the teacher, contributing toreviews of systems/records as necessary.
- Undertake marking ofpupils’ work and accurately record achievement/progress.
- Promote positivevalues, attitudes and good pupil behaviour, dealing promptly with conflict andincidents and encouraging pupils to take responsibility for their own behaviourin line with established school policy.
- Liaise sensitively andeffectively with parents/carers as agreed with the teacher withinrole/responsibility and participate in feedback sessions/meetings with parentsunder teacher’s direction.
Support for the curriculum
- Implement agreedlearning activities/teaching programmes, adjusting activities according to pupil learning styles and individual responses/needs.
- Implement local andnational learning strategies effectively utilising all alternativeopportunities to support extended development.
- Support the use of ICTin learning activities and develop pupils’ competence and independence in itsuse.
- Help pupils to accesslearning activities through specialist support.
Support for the school
- Be aware of and complywith school policies and procedures relating to child protection, health,safety and security, confidentiality, and data protection. Report allconcerns to the appropriate person (as named in the policy concerned).
- Be aware of andsupport difference and ensure pupils have equal access to opportunities tolearn and develop.
- Contribute to theoverall ethos/aims/work of the school.
- Establish constructiverelationships and communicate with other agencies/professionals, in liaisonwith teachers, to support achievement and progress of pupils.
- Attend and participatein meetings as appropriate.
- Participate intraining and other learning activities as required.
- Recognise your ownstrengths and areas of expertise and use these to advise and supportothers.
- Maintain highexpectations for engagement in learning and keep pupils on task. Respond topupils’ questions and generally assist pupils.
- Undertake plannedsupervision of pupils, including before and after school, out-of-school hourslearning activities and at lunchtime.
- Supervise pupils onvisits, trips and out of school activities as required.
- Be responsible for and committed to safeguardingand promoting the welfare of children and young people and for ensuring thatthey are protected from harm.
We are proud to offer a supportive, values-driven working environment where staff aregenuinely valued and developed.
Avalues-led organisation
As a Church of England Multi Academy Trust, our work is rooted in strong values, with a commitment to serving our communities, supporting one another, and enabling both pupils and staff to flourish. We promote a culture of collaboration, trust, and shared responsibility across all our schools and central services.
Asupportive and inclusive culture
We believe that people do their best work when they feel supported. We work closely across our schools and central team to share expertise, provide practical support, and reduce unnecessary workload wherever possible. Staff wellbeing is a keypriority, and we are committed to creating an environment where colleagues feellistened to and respected.
Wellbeingand staff support
All staff have access to a comprehensive and confidential wellbeing packagethrough Education Mutual, alongside occupational health support, and additionalwellbeing resources. We actively promote a healthy work–life balance and take aproactive approach to supporting staff through periods of change or challenge.
Professionaldevelopment and career progression
We are committed to developing our people. Staff have access to high-qualityCPD through The National College, offering a wide range of professional andpersonal development resources. We also provide Trust-wide developmentopportunities and encourage collaboration across schools to support careerprogression and leadership development.
Consistentand fair employment offer
As a Trust, all staff are employed under a consistent framework, ensuringfairness and transparency. Our policies and pay structures are aligned withrecognised local authority models (including Bury Council), providing a reliable and well-understood employment offer.
Generousterms and conditions
We offer competitive terms and conditions, including:
- Access to Local Government or Teachers’ Pension Schemes
- Generous annual leave for support staff
- Occupational sick pay and family-friendly policies
- Clear and fair pay progression arrangements
Partof something bigger
Working within a Multi Academy Trust provides opportunities to collaboratebeyond a single school, share best practice, and contribute to widerimprovement across multiple settings whilst retaining a strong sense ofcommunity within each school.
- A Diploma in Childcare and Education; NVQ inChildren’s Care, Learning and Development (CCLD); Foundation Degree inSupporting Teaching and Learning or an equivalent qualification isessential. GCSE Maths and English at grade 4 or above (or equivalent qualification)
- Training in the relevant strategies, e.g., EYFS,objective led planning, safeguarding or in particular curriculum orlearning area e.g. bi-lingual, sign language, dyslexia, ICT
- Substantial experience of working with childrenacross the primary range within an educational setting.
- Experience of the successful use of behaviourmanagement strategies.
- Experience of working with children with specificlearning difficulties.
- Experience of whole class teaching andcover.
- Ability to work effectively within a teamenvironment, understanding classroom roles and responsibilities
- Ability to promote a positive ethos and rolemodel positive attributes
- Ability to build effective working relationshipswith all pupils and colleagues
- Ability to adapt own approach in accordance withpupil needs
- Ability to work with children at all levelsregardless of specific individual need and learning styles asappropriate
- Ability to use technology
- Very good personal numeracy and literacyskills
- Working knowledge and understanding of nationalcurriculum and other relevant learning programmes/strategies
- Working knowledge and general understanding ofprinciples of child development, learning styles and independent learning
- Working knowledge of relevant policies/codes ofpractice and awareness of relevant legislation
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