HLTA (Learning Coach) in Autism Provision at JCoSS
New
New
Salary will be according to qualifications and experience. Level 4 SCP 12-15 32,535 - 33,987. Level 5 SCP 15-20 33,987 - 36,585
About this Role
The Pears Special Resource
Provision (PSRP) at JCoSS is seeking a dedicated HLTA (Learning Coach) to
support autistic students and identified mainstream students in achieving their
academic, social and personal potential. Working closely with PSRP teachers,
you will support students' successful integration into mainstream lessons
through coaching, intervention and classroom support. You will help deliver and
review personalised provision using the Assess, Plan, Do, Review (APDR)
process, implement behaviour and emotional regulation interventions, and
support students to develop independence, executive functioning and effective
learning strategies.
This rewarding role combines mentoring, pastoral support and educational intervention within a highly regarded autism provision. The successful candidate will deliver one-to-one and small group interventions, support students to access learning through autism-informed approaches and work closely with families, teachers and external professionals. We are looking for someone with excellent interpersonal skills, a passion for SEND and a commitment to helping young people thrive. Applicants should either hold a Higher-Level Teaching Assistant (HLTA) qualification.
Applications considered from those who have a minimum of 2 years’ experience working as an LSA, who would be willing to train as a HLTA.
Related Documents
Contact Details
Lara Samuels
02083442220
lsamuels@jcoss.barnet.sch.uk
JCoSS would like all candidates to answer specific questions for the personal statement section. For reference, here is a preview of the questions/headings:
- Briefly explain your experience of working with autistic students
- Briefly explain your experience of supporting and managing behaviours of concern using relational and regulation-focused approaches
- Briefly explain your approach to working effectively as part of a multidisciplinary team
- Briefly explain your experience of delivering interventions to support areas such as literacy, emotional regulation, anxiety management or social communication
- Briefly explain how you support autistic students and students with SEND to access mainstream learning and develop independence
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