Main Purpose of the Role

·         To work within the Learning Support and Inclusion department and across the curriculum under the guidance of the SENDCo

·         To work under the guidance of the SENDCo; teaching/senior staff and within an agreed system of supervision. To implement agreed work programmes with individuals/groups, in or out of the classroom to reduce barriers to learning so that all girls achieve expected and beyond expected progress.

·         To work with students and teachers in and outside of lessons in order to ensure quality in student learning and wellbeing.

Specific Duties and General Responsibilities

 ·         To work in and out of lessons and (as directed by the Head of Department (HoD) or SENDCo along with guidance from the class teacher and/or Head of Year) with students with behavioural or learning difficulties, which may include sensory impairment, physical disability, language and communication difficulties.

·         To work within an agreed system of supervision, plan challenging teaching and learning activities, evaluate and adjust lessons/work plans as appropriate to ensure the students make progress.

·         To work collaboratively with teachers to share best practices and ideas from around the school in order to best support students.

·         To collaborate with representatives from outside agencies where appropriate and as directed by the HoD/SENDCo.  To facilitate the sharing of information between school staff and partner agencies. To attend and contribute to conferences, PEP meetings and meetings about student progress as and when required.

·         To establish and develop effective working relationships with students, parents and staff.

·         To be aware of all students as individuals with differing needs, aspirations, lifestyles and cultural backgrounds

·         To follow strategies outlined in individual Education Health Care Plans and advice from teachers and other professionals such as educational psychologists, speech and language therapists and occupational therapists to support students in their learning.

·         To produce and implement action plans with identified outcomes for the support provided when barriers to learning arise.

·         To communicate effectively, for example, by telephoning parents/carers, writing in students’ journals, writing short reports for meetings and contribute to discussions at annual review meetings.

·         To reintegrate students back into lessons when they have been away from school because of illness, exclusion or other reason.

·         To support in ensuring that student disputes are settled quickly and effectively. Support with collecting evidence, carrying out mediation and helping to reintegrate students back into school after exclusion.

·         To work with a variety of media to support students in their learning, e.g. PCs, iPads, online platforms.

·         To accompany students on visits, community placements and work experience as necessary.

·         To contribute to flexible working hours to faciliate supervision at breakfast clubs, homework clubs and extracurricular activities.

·         To supervise small groups of students on activities planned by teachers, such as reading groups and work on interactive media.

·         To run effective interventions tailored to students needs.

·         To contribute to the school’s student voice work by supporting the work of student forums and the development of peer mentors.

·         To contribute to the school’s study support programmes by providing mentees with good organisation, coping with homework and coursework, revision skills and preparation for examinations.

·         To provide support and guidance to staff in relation to all barriers to student learning (including behaviour and learning) and to communicate regularly with staff and update about caseloads/Individual Education Plans (IEP’s) and strategies that may be used to improve learning.

·         To have a clear understanding of student progress and student targets within their caseload.

·         To support the whole school drive in improving literacy across the school, including running small groups where necessary.

·         To actively engage in CPD to develop skills and experience as Teaching and Learning Support Assistant.

·         To support students, parents and carers during transition between key stages, including secondary transfer from primary.

·         To support students’ learning by ensuring that the school’s behaviour policy is fully implemented across the school.

·         To act as a form tutor and/or academic mentor, if required.

·         To be a visible presence around the school, contributing to the positive climate for learning in and outside of lessons, supporting the school in ensuring that the schools behaviour policy is fully implemented.

·         To contribute to child welfare and protection utilising the Safeguarding and Common Assessment Framework

·         To ensure that all administrative duties, checks and documentation are completed to the required level of accuracy and within deadlines, including returns and reports.

·         To input and extract information from the school’s database system/s as required.

·         To maintain both manual and computerised record and filing systems in line with requirements.

·         To establish and maintain good relationships with all students, parents/carers, colleagues, suppliers, contractors and other professionals.

This is a description of the main duties and responsibilities of the post at the date of production. The duties may change over time as requirements and circumstances change. The person in the post may also have to carry out other duties as the Headteacher may reasonably direct from time to time.