Hello and Welcome

Dear Applicant

Thank you for your interest in this post at Archbishop Tenison’s.

We hope that you will find all your questions answered by the details provided, but, if not, please contact Mrs Sue Rathbone, current PA. Archbishop Tenison’s is a lively, friendly and high achieving school, where pupils and students take their studies seriously. As a Church of England school we are always pleased to receive applications from those keen to help us develop our Christian ethos. We look forward to receiving your application and discussing the role further to those called for interview.

In your letter please include the following points: 

Why you would like to take up this post at this time. 

Which experience and qualities make you particularly suitable for the post.

Yours sincerely

Richard Parrish, Headteacher


Curriculum and Teaching Support Assistant


Location:  Croydon, Surrey

                                   Start date: 1st September 2022

Contract Type: Fixed Term - initially for 1 year until August 2023

Term-time plus staff development days

Hours: 32.5 hours per week

Salary: Grade 4 Point 8 on NJC Scale pro-rata

(could be Grade 5 Point 13 pro-rata, if suitably qualified and experienced)


Closing Date: 20th July 2022

 In this role you would become a member of the Teaching Support team, cover lessons for absent teaching colleagues and have opportunities to work with pupils in small groups. It would be an ideal springboard into teaching if you are considering this as a future career. It would give you a good insight into what teaching involves in a secure and purposeful school community. As a member of this team you would:


  • Take responsibility for classes whose teacher is absent

  • Establish high expectations in the classroom and on duties

  • Be part of a committed and motivated team to ensure that pupils work hard and make good progress in all their subjects

  • Build strong relationships with pupils and be a significant role model for them, with opportunities to work with them as individuals and small groups

  • Learn much from more experienced colleagues

  • Be part of a school that has been in Croydon for over 300 years, with strong traditions and wide-ranging extra-curricular activities

  • Develop professionally and personally in a secure, but lively atmosphere

  • Contribute to our pastoral care and our Christian ethos


The school is committed to safeguarding and promoting the welfare of children.  Any successful candidate will be required to undertake an enhanced Disclosure check by the Criminal Records Bureau.

To apply for this position, please visit  and complete the Support Staff Application Form. Visits welcome. Please contact Mrs Rathbone, Headteacher’s PA via to arrange a convenient date and time.



Job Title: Curriculum and Teaching Support Assistant – (Level 3) as part of the school’s Pupil Support Team

Hours:32.5 hours per week term time only plus Staff Development days

Salary:Grade 4 Point 8 on NJC Scale pro-rata

Reports to:Team Leader for Teaching Support

Commitment to Diversity: As a member of Croydon’s School Team to take individual and collective professional responsibility for championing the council's diversity agenda and proactively implementing initiatives which secure equality of access and outcomes, continually developing a personal understanding of diversity.

Key External Contacts: · Parents and carers under the direction of the Teacher in charge of the Pupil Support Room · Outside agencies – (occasionally)

Key Internal Contacts: Teacher in Charge of the Pupil Support Room  Other members of that team  Subject teachers of pupils taught here Heads of Year / Form Tutors of those pupils § Subject teachers of classes to be covered  Heads of Department of those classes  SIMS/Timetable Officer (who administers staff cover)  Other members of the Support Staff, including in Learning Support § Senior Leader i/c cover Teacher in charge of Pupil Support Room  Pupils and students 

Other considerations None


Key Accountabilities and Result Areas

Key Elements:Support for Pupils

Core Duties  Supervising and providing particular support for pupils, including those with special needs, ensuring their safety and access to learning activities  Setting challenging and demanding expectations and promote self-esteem and independence.  Providing feedback to pupils in relation to progress and achievement under guidance of the teacher.  Additional Duties  Assisting with the development and implementation of Pastoral Support Programmes and Pupil Passports. Establishing constructive relationships with pupils and interacting with them according to individual needs. Promoting the inclusion and acceptance of all pupils.  Encouraging pupils to interact with others and engage in activities led by the teacher.

Support for the Teacher

Core Duties Supervising classes which are without their normal teacher, because of a planned or unplanned absence: collecting and organising the work set; establishing a high level of discipline in the classroom; explaining and setting the tasks to be completed; conducting the lesson and overseeing the work done; ensuring that pupils can concentrate, learn and progress within the context of the lesson. § Using strategies, in liaison with the teacher, to support pupils to achieve learning goals. Assisting with the planning of learning activities.  Monitoring pupils’ responses to learning activities and accurately record achievement/progress as directed.  Providing detailed and regular feedback to teachers on pupils’ achievement, progress, problems etc.  Promoting good pupil behaviour, dealing promptly with conflict and incidents in line with established policy and encouraging pupils to take responsibility for their own behaviour.

Additional Duties  Creating and maintaining a purposeful, orderly and supportive environment, in accordance with lesson plans and assisting with the display of pupils’ work.  Establishing constructive relationships with parents and carers  Administering routine tests, invigilating exams and undertaking routine marking of pupils’ work

Support for the Curriculum

Core Duties  Undertaking structured and agreed learning activities/teaching programmes, adjusting activities according to pupil responses.  Undertaking programmes linked to local and national learning strategies e.g. literacy, numeracy, KS3, early years recording achievement and progress and feeding back to the teacher.  Supporting the use of ICT in learning activities and develop pupils’ competence and independence in its use. Additional Duties  Preparing, maintaining and using equipment/resources required to meet the lesson plans/relevant learning activity and assisting pupils in their use.

Support for the School

Core Duties  Participating in training and other learning activities and performance development as required. Additional Duties  Being aware of and complying with policies and procedures relating to child protection, health, safety and security, confidentiality and data protection, reporting all concerns to an appropriate person. § Being aware of and supporting difference and ensuring all pupils have equal access to opportunities to learn and develop. Contributing to the overall ethos/work/aims of the school. Appreciating and supporting the role of other professionals. § Attending and participating in relevant meetings as required.  Assisting with the supervision of pupils out of lesson times, including before and after school and at lunchtime. Accompanying teaching staff and pupils on visits, trips and out of school activities as required and taking responsibility for a group under the supervision of the teacher.

P e r s o n S p e c i f i c a t i o n

Job Title: Curriculum and Teaching Support Assistant – (Level 3)

Essential knowledge:  GCSEs and higher qualifications in relevant subjects, indicating a good understanding of academic success and how it is achieved.  NVQ 2 for Teaching Assistants or equivalent qualifications or experience which demonstrate the ability to work effectively with pupils in a school setting, e.g experience of coaching, mentoring, youth activities.  Training in relevant learning strategies e.g. literacy or numeracy, or, at least, the capacity to read relevant books and develop ideas in practice.  Understanding of relevant policies/codes of practice and awareness of the implications of legislation relating to schools.  General understanding of the National Curriculum framework and of the principles of good teaching and learning in a school setting.  Basic understanding of child development and learning.  Knowing what it is like to work with young people whose lives are in some way challenging and who need practical encouragement and strong support. This might include training such as that offered for Trauma-Informed Schools.


Essential skills and abilities:  Good numeracy/literacy skills. Effective use of ICT to support learning.  Use of other equipment and technology, as required. § Ability to evaluate one’s own learning needs and a sustained interest in learning new things related to the work being undertaken.  Ability to relate well to children and adults and to show empathy and consideration for others in the course of this work. § Work constructively as part of a team, understanding classroom roles and responsibilities and your own position within these.

Essential experience: Working with, or caring for, children of relevant age.  Previous experience of working in a school setting (desirable).

Special conditions:  Enhanced DBS check and Medical Check