The cover supervisor/teaching assistant will be a member of the SEND team under the leadership and supervision of the SENDCO.

Key Elements of the roles

Classroom Cover Supervisor

Specific Responsibilities

Covering lessons for absent teachers as indicated below;

• Supervising students in class in the absence of a teacher in accordance with the school policy
• Assisting in preparing the learning environment and the materials used therein
• Managing student behaviour to ensure a constructive working environment
• Responding to students about the work that has been set
• Collecting any work completed after the lesson and returning it to an agreed person/place
• Leaving the room in good order at the end of the lesson
• Supervising entry and departure of students in accordance with school policy
• Recording and reporting attendance at lessons in accordance with school policy
• Assisting in exam invigilation under the supervision of the examinations officer.
• Reporting back as appropriate using the schools’ agreed referral procedures on the behaviour of students during the class and any other issue arising.
• Dealing with any immediate safeguarding emergencies according to the schools’ policies and procedures
• Supervising students arriving and leaving the school site
• Supervising students at lunch time on a duty rota

When there is no cover the time will be spent supporting students in lessons, either with individual students /small groups in or out of the classroom, or supporting Departments with display and administration as follows; 

Teaching Assistant

 Specific Responsibilities

Planning, teaching support and student management to; 

Provide teaching support to allocated students by implementing learning activities with the class teacher to achieve progression through:

• sharing learning objectives with the students
• assisting in the setting of tasks which challenge students and ensure high levels of interest
• setting appropriate and demanding expectations
• setting clear targets, building on prior attainment
• provide clear structures for lesson support maintaining pace, motivation and challenge;
• make effective use of assessment and ensure appropriate coverage of programmes of study;
• ensure effective support and best use of available time;
• monitor and intervene to ensure sound learning and discipline;
• use a variety of supporting methods to:

1. match approach to content, structure information, present a set of key ideas and use appropriate vocabulary
2. use effective questioning, listen carefully to students, give attention to errors and misconceptions

• select appropriate learning resources and develop study skills through library, I.C.T and other sources;
• ensure effective support so that students acquire and consolidate knowledge, skills and understanding appropriate to the subject taught;
• evaluate their own support methodology critically to improve effectiveness;
• work under the guidance of teaching/senior staff and within an agreed system of supervision, to implement agreed work programmes with individuals/groups, in or out of the classroom. This could include those requiring detailed and specialist knowledge in particular areas and will involve assisting the teacher in the whole planning cycle and the management/ preparation of resources. 
• respond to questions and generally assist students to undertake set activities
• promote good behaviour, dealing promptly with conflict and incidents in line with established policy and encourage students to take responsibility for their own behaviour; 

Support the student by:

• undertaking the activities with either individuals or groups of children to ensure their safety and facilitate their physical, emotional and educational development;
• working to establish a supportive relationship with the children and parents concerned;
• encouraging acceptance and inclusion of the child with special needs;
• promoting and reinforcing a positive self esteem;
• assisting with the development and implementation of Individual Education/Behaviour Plans and Personal Care programmes;
• providing feedback to students in relation to progress and achievement under guidance of the teacher.

Monitoring, assessment, recording, reporting to:

• assess how well learning objectives have been achieved and use them to improve specific aspects of learning support;
• monitor students’ work and set targets for progress;
• assess and record students progress systematically and keep records to check work is understood and completed, monitor strengths and weaknesses, inform planning and recognise the level at which the student is achieving