Learning Support Assistant

Overview To assist in the learning and personal development of identified students to enable them to make best use of the educational opportunities available to them and promote independent learning.

Description Job Description Learning Support Assistant Overview To assist in the learning and personal development of identified students to enable them to make best use of the educational opportunities available to them and promote independent learning.

Location: You will be based at our Preparatory School, St Leonards

Hours: 26 hours per week (term time only + INSET days)

Line Manager: SENDCo

Key Responsibilities

• The LSA ensures that the students can effectively access the resources, are fully engaged to make a positive contribution to their own learning journey and develop their independent skills.
• Creating learners that are independent and able to apply acquired skills to learning challenges.
• Effectively communicating with teaching staff on the needs of the students and the curriculum and contributing in the creation of a collaborative plan to support the learning outcomes of identified students.
• For the key student, be the central point of contact for parents and outside agencies.
• Working with teaching staff to adapt differentiated learning materials to meet the needs of identified students.

Skills, Qualifications And Experience

• Have GCSE, 'O' Level or equivalent qualifications in maths and English.

Training

• Be competent in using a computer (Microsoft Office, Google platform etc.)

Personal Qualities

• Have experience of working with children in a school setting
• Have knowledge and understanding of the different social, cultural and physical needs of SEND pupils.
• Have an interest in how pupils learn and behave.
• Provide appropriate role models of behaviour both in the classroom and around school
• Be productive and show initiative.
• Work effectively with other adults in the school and wider community.
• Have patience with pupils who find conforming to rules and expectations difficult.

You Must Be Able To

• Undertake tasks under the direction of the Class Teacher, SENDCo, Deputy Principal or Principal.
• Plan and prioritise tasks and work under the pressure of a busy inclusive school.
• Communicate effectively and appropriately to the SEND pupil(s)
• Motivate SEND pupil(s) to learn and to be sociable
• Assist with the organisation of the learning environment.
• Maintain records of the SEND pupil(s)
• Have patience, be flexible and innovative with a clear understanding of how SEND pupil(s), who find learning new concepts and remembering taught concepts difficult, might behave.
• Respect and maintain confidentiality but have regard to the safeguarding protocols of information sharing where necessary.
• Be able to carry out tasks and responsibilities as directed by the Principal, Deputy Principal, SENDCo or class teacher.
• Attend training courses considered appropriate for the post.

Supporting The Pupil You will be looking after a limited number of key students in terms of their overall personal and academic learning outcomes. In order to promote independence and lifelong skills within the classroom, you will also support a group of students identified by the SENDCo and teacher.

• Being able to support SEND pupil(s) l in the classroom and online as some SEND pupil(s) maybe isolating at home
• To provide learning support for SEND pupil(s) in 1:1 situation or small group scenario
• To aid the SEND pupil(s) to learn as effectively as possible both in group situations and on their own by, for example:
• Clarifying and explaining instructions
• Ensuring the SEND pupil(s) can use equipment and materials provided
• To give positive encouragement, feedback, and praise to reinforce and sustain the SEND pupil(s) efforts and develop self-reliance and self-esteem
• To develop knowledge of the needs of the pupil and seek advice from the SENDCo, parents, class teacher and outside agencies as required.
• To aid access to the full range of learning experiences both inside and outside the classroom and provide modified materials as required e.g., worksheets, games, visual prompt cards etc.
• To support the SEND pupil(s) in developing social skills both in and out of the classroom
• To support the SEND pupil(s) with the recommended exercises from his Occupational Therapist, with the view to use the gym on a weekly basis
• To support the use of ICT in learning activities
• To provide regular feedback on the pupil's progress and learning to the SENDCo, tutor and parents, including feedback on the effectiveness of the classroom strategies adopted
• To support, organise and maintain an inclusive learning environment across the whole school environment
• To provide individual support, as required, during examination sessions
• To carry out the above duties in accordance with the school policies

Supporting The Class Teachers And SENDCo

• To work as part of the team to ensure that the wellbeing and personal development of the SEND pupil(s) enhances their learning opportunities and life skills
• To determine with the class teacher and SENDCo, the intervention strategies to be used to best support the individual student
• Monitor the student's response to the learning activities and, where appropriate, modify or adapt the activities as agreed with the teacher to achieve the intended learning outcomes
• To provide regular feedback to the class teacher, SENDCo and relevant outside agencies about the SEND pupil(s) difficulties and progress
• To contribute to the SEND pupil(s) annual review by writing a brief report and attending the meeting.
• To accompany teacher and student on educational visits when appropriate

Supporting The School

• To foster positive links between home and school for selected SEND pupil(s)
• To participate in relevant professional development as deemed appropriate for the needs of the child.
• To attend in service training and meetings relevant to the post to keep up to date with developments in working with children with special educational needs
• To know, understand and apply school policies on: Child Protection, Health and Safety, Behaviour, Teaching and Learning, Equal Opportunities, the statutory guidelines relating to disability discrimination and special educational needs, etc
• To maintain confidentiality and sensitivity to the SEND pupil(s) needs but have regard to the safeguarding procedures of the school
• To carry out duties as directed by the SENDCo, Deputy Principal or Principal

This job description sets out the duties of the post at the time it was drawn up. The post holder may be required from time to time to undertake other duties within the school as may be reasonably expected, without changing the general character of the duties or the level of responsibility entailed. This is a common occurrence and would not justify a reconsideration of the grading of the post.

The above statement of responsibilities is agreed to be an accurate job description.

This job description should be read in conjunction with the Staff Handbook, staff policies and your contract.

ISP Principles

• Begin with our children and students. Our children and students are at the heart of what we do. Simply, their success is our success. Wellbeing and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding issues and acting and following up on all concerns appropriately.
• Treat everyone with care and respect. We look after one another, embrace similarities and differences and promote the well-being of self and others.
• Operate effectively. We focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community.
• Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement.

Atmosphere. You enable students to learn in a safe, open, caring, collaborative and inclusive atmosphere. Your students feel confident to have open and honest conversations about their learning and how they can get better. You create a positive atmosphere by building relationships, behaviors, and inclusive learning experiences that support a good struggle for all your learners. You engage in professional and respectful dialogue with colleagues and the wider school and ISP communities about learning and teaching, with a shared commitment to getting better.

Shared Ideas. You know and model the school's values and contribute to its mission and vision through your daily actions. Through all aspects of learning and teaching, you create a strong sense of shared behaviors and purpose for learners and their learning.

A Focus on Learners and Learning. You put learners and their learning first. Your understanding of the difference between learning and the factors that affect learning enables you to plan and support a good struggle for all your students to get better. You are committed to your personal and professional learning and development, engaging in a series of learning visits and inquiries with colleagues and leaders to support your ongoing self-evaluation. You are an active and valued member of dynamic learning communities,

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