Curriculum Support

• Contribute to curriculum planning and evaluation within the SRP, helping adapt activities to meet pupils’ developmental levels, sensory needs and EHCP outcomes.
• Assist in the delivery of structured lessons/sessions, using specialist approaches (e.g. visual supports, TEACCH‑style organisation, communication systems) as directed by the teacher.
• Undertake agreed learning activities or teaching programmes, adjusting pace, structure and resources in response to pupils’ communication, sensory or emotional regulation needs.
• Support and use ICT in learning activities, including assistive technologies, and help pupils develop early competence and independence in their use.

Support for Pupils

• Provide highly individualised support for pupils during 1:1, small‑group and structured play activities, explaining tasks, modelling language, reinforcing key concepts and maintaining engagement.
• Offer occasional support to whole‑class activities when pupils are integrating into mainstream sessions, ensuring transitions are smooth and pupils feel safe and supported.
• Help pupils develop early communication skills using strategies such as visual timetables, Makaton, PECS or other agreed communication systems.
• Promote inclusion and acceptance of all pupils, encouraging positive peer interactions and supporting pupils to engage confidently in shared activities.
• Promote independence, emotional regulation and the development of self‑esteem through consistent routines, predictable expectations and nurturing relationships.
• Assist in the personal, social and emotional development of pupils, including supporting sensory regulation, co‑regulation and early social play.
• Support the development and implementation of IEPs, EHCP outcomes and behaviour or regulation plans, following agreed strategies consistently.
• Use specialist skills, knowledge or training to support pupils with SEND, including sensory needs, communication difficulties, physical needs or SEMH needs.
• Encourage and reinforce positive interactions between pupils, supporting them to work within any behaviour or regulation targets set.
• Identify and report uncharacteristic behaviour patterns, changes in presentation or emerging needs promptly to the class teacher/SENCo.
• Assist with supervision on trips or community‑based learning, ensuring pupils’ safety, regulation and inclusion.
• Monitor and provide for the general care, safety and welfare of pupils, including tasks connected with personal care, sensory regulation, social inclusion and physical wellbeing.
• Support and nurture small groups of children over the lunchtime period, using structured play, communication strategies and regulation approaches.

Support to Teacher

• Assist with planning, delivery and evaluation of SRP learning activities, contributing observations that inform next steps and personalised provision.
• Monitor individual and group progress towards key objectives, providing clear feedback to the teacher and contributing to assessment through observation and reporting.
• Record information relevant to assessment, review of progress and EHCP monitoring, following school systems for secure and accurate record‑keeping.
• Attend IEP and EHCP review meetings where appropriate, sharing observations that support accurate assessment of need and progress.
• Support the implementation of behaviour, regulation and communication strategies, helping maintain a calm, structured and predictable learning environment.
• Take an active role in the day‑to‑day organisation of the SRP learning environment, including preparing specialist resources, sensory tools, communication aids and differentiated materials.
• Undertake routine and non‑routine administrative tasks such as preparing visual supports, producing worksheets or supporting with evidence collection for EHCP reviews.
• Liaise with parents/carers, specialist teachers, therapists and other professionals, sharing information appropriately to support joined‑up provision for pupils.