Support roles

There are specific qualifications for classroom/teaching assistants, level 2 certificate in supporting teaching and learning (sometimes referred to as NVQ2) and level 3 diploma in specialist support in supporting teaching and learning (referred to as NVQ3). The level 2 qualification is of GCSE standard and is the initial qualification for classroom/teaching assistants. The level 3 diploma is of A level standard and would be taken by experienced practitioners who are able to evidence high levels of skill and knowledge. Both qualifications are vocationally based and are usually undertaken once employed in a school.

Pupil support staff are responsible for the welfare of pupils through helping them to overcome a variety of barriers to learning. Roles range from first aid, education health care assistant to learning support mentors and home school link workers. All require the post holder to be empathetic, a good listener and have the ability to encourage and motivate children and young people so that any barriers, whether they be family circumstances, poor literacy or numeracy skills, low self esteem, or other difficulties, can be discussed and shared with a view to supporting the pupil to overcome them. An appreciation of confidentiality and understanding of correct safeguarding practice is particularly important in these roles. Safeguarding training is provided by schools for all staff.

These roles are normally term-time only which can be an attraction.

Routes into these roles

For those seeking an initial appointment typical attributes and skills schools might look for are:

• evidence of ability to build good working relationships with children and adults
• good literacy and numeracy skills
• a commitment to working with children to enable them to achieve

Where schools are looking for particular qualifications this will be specified in the advertisement. Experience in working with children might not necessarily have been obtained in a paid capacity. Sometimes, particularly for an initial appointment, evidence of the ability to get along with children gained in a voluntary capacity, for example through uniformed groups, sports clubs or as a volunteer in schools, might also be taken into consideration by the school.

Classroom based support staff roles can also be invaluable for graduates who are considering training to teach and are looking for some classroom experience before committing to a particular programme of teacher training.

Given the range of roles it is important, particularly for those seeking an initial post, to read the advertisement carefully to determine which level of role is being advertised. If you are unsure of the level of post being offered, or your suitability for it, most schools would be very happy for you to telephone them to discuss the vacancy prior to applying.

In addition to the excellent communication, IT, organisational and time management skills that are a prerequisite for any administrative/finance role, staff in these roles also need to be able to work flexibly and react to sudden changes of plan for their day.

These roles may be term time only or for 52 weeks and maybe offered on a full time or part time basis. This will depend on the nature of the role and the operational needs of the school in which it is based.

Routes into these roles

Whilst there are specialist qualifications for school business managers, which are usually taken after appointment, schools will be looking for good all round IT skills and a proven track record of effective practice in a busy office environment. Schools often use specialised software relating to the unique nature of their work and training is usually provided for this.

If you are unsure of the level of post being offered, or your suitability for it, most schools would be very happy for you to telephone them to discuss the vacancy prior to applying.

Site Managers and Assistants are responsible for the maintenance of school buildings in accordance with the schools health and safety policy. Most site managers and assistants also oversee the work of other site staff, such as cleaners where they are directly employed and will have a role in supervising contractors on site to ensure schools health and safety polices and procedures are adhered to.

Site managers and Assistants need to be flexible in their approach to planning, well organised and reasonably fit.

These roles may be term time only or for 52 weeks and maybe offered on a full time or part time basis. This will depend on the nature of the role and the operational needs of the school in which it is based.

Routes into these roles

Individuals who may have some trades experience are frequently valued in these roles, however specific training is available for conducting such work in a school setting. Exact qualification and experience requirements will vary from school to school, dependent upon the size of the school and whether there are additional services provided from the school site (e.g. community use of the school which may require the post holder to work outside of the normal school day).

If you are unsure of the level of post being offered, or your suitability for it, most schools would be very happy for you to telephone them to discuss the vacancy prior to applying.

Routes into these roles

Lunchtime supervisors need to be good team workers, flexible, able to communicate with adults and children alike and enjoy working in a school environment. There are not normally any formal qualification and experience requirements although experience of working with children might be useful. Supervisory Assistants seeking career development, often move into classroom support roles.

If you are unsure of the level of post being offered, or your suitability for it, most schools would be very happy for you to telephone them to discuss the vacancy prior to applying.