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Learning Support Assistant - Primary - Maternity Cover

Learning Support Assistant - Primary - Maternity Cover

The Sydney Russell School

Barking and Dagenham

  • Quick apply
  • Expired
Salary:
Scale 4 (7-10)
Job type:
Full Time, Maternity Cover
Start date:
September 2024
Apply by:
31 May 2024

Job overview

POSITION: Learning Support Assistant – Primary – Maternity Cover

PAYSCALE: Scale 4 (7-10), 35 hours per week term time only – 1-year maternity cover

Closing Date: 31st May 2024

Start Date: September 2024

Purpose:

  • To provide support for students, teachers and the school in order to maximise the progress of all students.
  • To support those identified as having learning needs, complex needs and or social emotional and mental health, by utilising their levels of knowledge and skills when assisting with planning, monitoring, assessing and managing classes.
  • To encourage students to become independent learners, to provide support for their welfare, and to support the inclusion of students in all aspects of school life.
  • To keep abreast of current legislation in relation to special educational needs, approaches to student learning and attend training where appropriate.
  • To work collaboratively with teaching staff and assist teachers in the whole planning cycle.
  • To complement teachers’ delivery of the curriculum and contribute to the development of students, school policies and strategies.
  • To provide intimate care if needed.


Main Duties and Responsibilities

Support for the Students

  • To provide intimate care if needed.
  • Implement strategies that enable students with special educational needs including social emotional, mental, and health needs to meet their learning objectives and progress targets. This will include providing individual support to students and groups of students both in lessons and in other contexts.
  • Set challenging and demanding expectations that promotes self-esteem and independence.
  • Create and maintain a purposeful, orderly and supportive environment, in accordance with lesson plans and assist with the display of students’ work.
  • Act as a reader/scribe/invigilate for identified students.
  • Use gap analysis data to inform and deliver interventions/focus groups.
  • Attend parent evenings.
  • Adapt and customise curriculum materials.


Support for the Teacher:

  • Undertake student record keeping and updating records, information and data, producing reports as required.
  • Monitor students’ responses to learning activities and accurately record achievement/progress as directed.
  • Commit to planning meetings.
  • Adhere to Teacher Learning Support Assistant agreement.

 

Support for the Curriculum:

  • Undertake structured and agreed learning activities/teaching programmes, adjusting activities according to student responses.
  • Use equipment/resources required to meet the objectives of the lesson.
  • Provide information for discussions and meetings with teachers.
  • Attend relevant meetings/training.


Support for students in the absence of the teacher:

  • To ensure that students whose teachers are absent follow the agreed next steps of learning.
  • To create a calm and purposeful environment in which students can meet expected outcomes for the lesson.
  • To liaise with teachers, Heads of Department, Heads of Year and Phase Leaders, where appropriate regarding cover work and follow up any issues that may have arisen.
  • To register and record student attendance.

  

Support for the School: 

  • Contribute to the overall ethos and culture of the school.
  • Participate fully in the wider life of the school.
  • Be aware of and comply with child protection procedures, health and safety and security, confidentiality and data protection.
  • Assist with the supervision of students out of lesson times, including before and after school and at lunchtime.
  • Liaise with parents/carers of identified students; ensure that there is regular communication with and reporting to parents/carers and that all paperwork is completed accurately and in a timely manner, in particular for review purposes.
  • To undertake additional or other duties as may be appropriate to achieve the objectives of the post and as directed and deemed appropriate by the Line Manager.
  • Maintain good relationships with colleagues and work together as a team.
  • Participate fully in the School’s Self-Review, Appraisal/Staff Review and School Improvement Plan procedures.


Experience in any of the following areas would be an advantage

  • Thrive Practitioner
  • Students with Autism
  • Intimate care

 

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 that may be necessary from time to time.

Attached documents

About The Sydney Russell School

An ‘Outstanding’ School

Leaders’ focus on improving teaching is relentless. Staff are managed so that they are constantly supported, encouraged and challenged to be better teachers – Ofsted 2013

As part of Sydney Russell’s continued growth we are seeking new ambitious teachers to join our team both on our Primary & Secondary School sites.

Sydney Russell School has benefitted from substantial capital investment since the school’s formation. It has excellent accommodation: In the Secondary school teaching rooms are arranged as departmental suites. There is a very large, beautifully-appointed Library/Resource Centre; all of the rooms in our newest two blocks are air-conditioned; a superb Leisure Centre has been built for the school to use during the day and the community in the evenings and at weekends. The Primary School is currently expanding with renovation work underway. The school is a 3 form entry Primary and will continue to grow over the next few years.

Ethos

The ethos at Sydney Russell in one of traditional values. We take a very firm line on discipline, uniform and good manners. We have moved decisively away from any mixed-ability teaching groups: all classes are in three broad ability bands, with some departments, such as Science and Maths using additional finer setting. On discipline, we have a centrally-organised reward and relocation scheme and school detention to take the strain off individual members of staff as well as behaviour modification groups in to take any particularly challenging students out of mainstream classes. Generous additional funding, through Excellence in Cities and other specific grants, has enabled us to provide further extensive targeted support in the form of Learning Mentors, a Learning Support Unit and additional support assistants.

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Applications closed