Learning Support Assistant

The Role

• To support provision for students with Autism Spectrum Condition in conjunction with the Head/Deputy Head of the Autism Centre.

• To deliver agreed interventions and support programmes to individuals or group of students.

• To liaise with the Head/Deputy Head of Autism centre and class teachers to monitor the ‘whole child’ progress and well-being of students with ASC.

Key Responsibilities:

• You will be part of a specialist learning support service, supporting the inclusion of SEN students and those engaged with them, and adapt and deliver support to meet individual needs whilst promote academic achievement.

• You will develop and maintain effective and supportive relationships with a case load of students in order to support their specific learning and emotional needs.

• You will provide timetabled support and guidance to SEN students with a range of complex needs.

• You will advance students' learning in a range of classroom settings, while providing ongoing support outside the classroom through 1-1 and group sessions and specialist enrichment programmes.

• You will use behaviour management strategies effectively and in line with the school’s policy and procedures, and fully contribute to a professional and purposeful learning environment.

• You will promote the inclusion of all students ensuring that they have equal access to opportunities to learn and develop.

• You will work within an extended range of networks and partnerships to broker support and learning opportunities and improve the quality of services to students. 

• You will plan and deliver sequences of learning to ensure that students identified with specific needs make outstanding progress.

• You will monitor the well-being and progress of individual students and maintain excellent communication with all stakeholders. 

Supporting pupil progress and outcomes

• To assist the Head of Learning Support/Head of the Autism Centre to develop ambitious and stretching targets for students with a range of SEN needs.

• To work with the SEN team and other teachers to implement Learning Support Plans and develop resources for students who have Special Educational Needs (SEN), an Autistic Spectrum Disorder (ASD), English as a second language (EAL), speech or language impairments (SLCN) or behaviours that interfere with learning and/or relationships (SEMH).

• To contribute to Annual Reviews, Pastoral Support Plans and other reporting to outside stakeholders as required.

• To support learning and personal development through one-to-one and small-group teaching, and other supportive relationships.

• To deliver individual and group intervention programmes which provide a range of strategies that will motivate, challenge and empower further learning and will help students to make positive changes.

• Support students to manage transitions in their lives.

• Respond to the needs of pupils who have experienced trauma.

• To observe, record and feedback information on student performance.

Supporting learning and inclusion

• To promote inclusion and acceptance of all students in the school, including those with learning, physical, or social and emotional difficulties.

• To support student’s successful transfer between educational establishments and at key stages in their learning. Support with the transition of new and mid-term entrants to the academy

• Support the inclusion of those students with SEN in relation to their Social, Emotional and Mental Health.

• To assist with classroom teaching, supporting children with specific needs to facilitate their understanding of mainstream teaching and learning.

• To plan, deliver and assess small-group and one-to-one teaching and interventions.

• To monitor the ‘whole child’, including the social and emotional well-being of vulnerable students.

• To assist in creating materials for curriculum delivery and display boards.

• To assist with whole class teaching where appropriate.

• To reinforce Academy expectations at all times and challenge poor behaviour within and outside the classroom.

• To assist students' achievement outside of the classroom, e.g., computer lab, library.

• To support extracurricular activities including homework support, supported lunchtime and after-school enrichment activities.

Working in partnership

• To work with teachers to assess the needs of individual children.

• To develop and maintain appropriate contact with the families and carers of students with SEN needs and to keep them informed about the pupil’s progress, and to secure positive family support for the pupil.

• To contribute to the safeguarding and protection of children and young people from abuse.

• To meet regularly with the line manager to discuss key students and other LSA activities, make use of advice and supervision to develop competencies.

• To communicate your knowledge and understanding of pupils to other school staff and education, health and social care professionals, so that informed decision making can take place on intervention and provision.

• To keep other professionals accurately informed of progress or concerns they may have about the pupils they work with.

Other support

• To supervise students in playgrounds, lunchrooms, and around the school building.

• To assist with follow-through for related services, e.g., speech/language therapy, occupational therapy, physical therapy.

• To complete the administrative duties relevant to the role of learning mentor; including planning, record keeping, data entry and reports.

• To maintain student and family confidentiality at all times.

• To attend regular meetings, training and briefings, as required, and contribute to the identification and sharing of good practice between individuals to enhance mentoring provision.

• Where required, to cover for absent colleagues and ensure the school runs smoothly.

• To undertake other reasonable duties as directed by Line Manager/SLT.

• First Aid and Invigilation as required (and support with Exam Access Arrangements)

Academy Culture 

• Support the academies’ values and ethos by contributing to the development and implementation of policies, practices and procedures 

• Help create a strong academy community, characterised by consistent, orderly behaviour and caring, respectful relationships 

• Help develop an academy culture and ethos that is utterly committed to achievement 

• Vision aligned with KAA’s high aspirations and high expectations of self and other. 

Other 

• To undertake training and development relevant to the post and in line with the Academy’s priorities.

• To maintain a presence around the school to ensure that the highest standards of behaviour and site-usage are upheld.

• To undertake other related duties which may be required from time to time within a reasonable workload.