KEY PURPOSE

 This role with be working with small groups of students to help them develop their emotional literacy. To design and implement small group work for students requiring emotional literacy,To work collaboratively with the SENCO and teachers and work with responsibility for the development and education of students, including those with special educational, physical and emotional needs, by utilising detailed knowledge and specialist skills in specialist discipline being fully involved in all stages of the planning cycle.

ACCOUNTABILITIES

The appointee will be line managed by the SENCO

PRINCIPAL RESPONSIBILITIES

• To plan and deliver individualised programmes of support for children to develop their emotional literacy, including: - Awareness of own and other people’s emotions;
• Development of an increased range of emotional vocabulary;
• Management of stress, grief, anxiety, anger and conflict;
• Development of social interaction and friendship skills;
• Promotion of a realistic self-concept and good self-esteem;
• Coping with significant life changes including loss and bereavement;
• To run small group literacy session for students;
• To support increased attendance in school and lessons;
• Plan and deliver programmes of support to small groups of children to develop resilience skills;
• Write succinct session plans and add subsequent evaluative comments;
• Liaise with teachers and other support assistants about the needs and progress of children receiving support;
• Share knowledge and ideas from training/supervision sessions with other school staff as appropriate;
• Meet regularly with line manager to review ELSA work;
• Liaise with parents in line with school policy;
• Undertake regular supervision sessions by EP;
• To ensure accurate testing is carried out to support the identification of needs and to ensure adequate plans are in place and reviewed regularly to support student outcomes;
• To deliver sessions to small groups to support improved educational outcomes;
• To support the SENCo in writing and implementing support plans, costed IEP’s EHCP plans, annual reviews and personal safety plans for students. Prepare data and reports to support statutory and mandatory returns for stakeholders;
• To liaise with key stakeholders, including parents, specialist’s teams, partners and external agencies.

Support for students

•  Use specialist (curricular/learning/behavioural management) skills/training/ experience to support students;
• To work collaboratively with the departments in the planning of work programmes for individuals and groups of pupils;
• Establish productive working relationships with students, acting as a role model and setting high expectations;
• Promote the inclusion and acceptance of all students within the classroom and school;
• Support students consistently whilst recognising and responding to their individual needs;
• Encourage students to interact and work co-operatively with others and engage all students in activities;
• Promote independence and employ strategies to recognise and reward achievement of self-reliance;
• Provide feedback to students in relation to progress and achievement.

Support for the teacher

• Supervise the activities of individuals or groups of pupils to ensure their safety and facilitate their physical and emotional development;
• Work with the teacher to establish strategies to support emotional literacy in lessons;
• Monitor and evaluate students’ responses to learning activities through observation and planned recording of achievement against pre-determined learning objectives;
• Provide objective and accurate feedback and reports as required, to the teacher on student achievement, progress and other matters, ensuring the availability of appropriate evidence;
• Be responsible for keeping and updating records, contributing to reviews of systems/records as requested;
• Undertake marking of students’ work and accurately record achievement/progress;
• Promote positive values, attitudes and good student behaviour, dealing promptly with conflict and incidents in line with established policy and encourage students to take responsibility for their own behaviour;
• Liaise sensitively and effectively with parents/carers as agreed with the teacher within your role/responsibility and participate in feedback sessions/meetings with parents with, or as directed;
• Administer and assess routine tests and invigilate exams/tests;
• Provide general clerical/admin support, e.g. administer coursework, produce worksheets for agreed activities, etc.

Support for the curriculum

• Implement emotional literacy programmes and tools;
• Implement agreed learning activities/teaching programmes, adjusting activities according to student responses/needs;
• Implement local and national learning strategies, e.g. Literacy, Numeracy, Key Stage 3, Key Stage 4 and make effective use of opportunities provided by other learning activities to support the development of relevant skills;
• Support the use of ICT in learning activities and develop students’ competence and independence in its use;
• Help students to access learning activities through specialist support;
• Support the SENCo in determining the need for, prepare and maintain general and specialist equipment and resources.

Support for School

• To co-ordinate the work of individual or group of teaching assistants including on the job training of other teaching assistants;
• Be aware of and comply with policies and procedures relating to child protection, health, safety and security, confidentiality and data protection, reporting all concerns to an appropriate person;
• Be aware of and support difference and ensure all students have equal access to opportunities to learn and develop;
• Contribute to the overall ethos/work/aims of the school;
• Establish constructive relationships and communicate with other agencies/professionals, in liaison with the teacher, to support achievement and progress of students;
• Provide appropriate guidance and supervision and assist in the training and development of staff as appropriate;
• Supervise students on visits, trips and out of school activities as required.

Other Duties

• To maintain personal and professional development to meet the changing demands of the job, participate in appropriate training activities and encourage and support staff in their development and training.