Learning Support Assistant

To support the Teacher in the smooth and effective running of the class, working collaboratively with colleagues as part of a professional team. To assist in the planning of lessons, collaborating with professionals and parents and supervising whole classes during short term absences of the Teacher, To promote and support the education of all pupils at Brookfields School.

To promote and support Brookfields mission, vision and values.

To uphold and lead by example the values of Brookfields school of Ambition, Partnership, Caring and

Learning.

To promote equality as an integral part of the role and to treat everyone with fairness and dignity.

To recognise health and safety is a responsibility of every employee, to take reasonable care of self and

others and to comply with the Schools Health and Safety policy and any school-specific procedures / rules

that apply to this role.

To promote the welfare of children and to support the school in safeguarding children through the

following of relevant policies and procedures.

To support and ensure Teaching assistants carry out their duties efficiently, effectively and in line with the

school's mission, vision and Values.

Working under the direction of a qualified Teacher:

• To consistently promote positive values, attitudes and behaviour


• To support all pupils in their learning and development, in whole class settings, small groups or with individual pupils as directed, treating them with respect and consideration


• To have high expectations of all pupils' achievement and behaviour and a commitment to raising educational standards


• To encourage all pupils to participate in all aspects of school life


• To encourage the social and emotional development of pupils


• To encourage pupils to become more independent


Planning & Expectations

Working within school policies and procedures to:

• Promote equal opportunities for all pupils


• To have an understanding of all disabilities; be able to 'see' it from the pupil's perspective and create a trusting bond.


• To interpret the environment in such a way that makes it accessible to the learner and allows access to what is happening in their near and distant environment.


• To work alongside other professionals to develop a curriculum to focus on the pupil's individual needs.


• To understand the need for consistency and repetition to allow for the reinforcement of experiences from incidental learning.


• To support communication by providing strategies to enable the pupils to actively anticipate and participate in activities, as well as providing opportunities to respond and express their opinions and wishes.


• To plan, support and encourage social interaction and engagement with others


• Contribute to the planning of opportunities for pupils to learn, which may also include out of school contexts in accordance with school policies and procedure


• To assist in the preparation of and adapt teacher planning and create learning activities and resources that are differentiated and modified to ensure pupils are able to access the curriculum and all learning opportunities in order to support success.


• To assist the Teacher and other members of the pupils' multidisciplinary teams in the planning and development of work programmes, therapy programmes, work activities and support programmes


• Help to implement lesson plans, therapy programmes and IEP targets for pupils


• To be able to write and maintain observation notes and share these with colleagues.


• To support and encourage pupils in investigating their surroundings, exploring and experimenting, helping to make the world a safer more exciting place.


• To foster confidence in pupils to be active learners.


• Some pupils are rarely aware of the effects of their actions on others or the environment. It is for the LSA to ensure this information is conveyed by the appropriate team members


• To create situations where pupils need to think for themselves to solve problems


• To reduce isolation and egocentricity.


• Promote equal opportunities for pupils


• Provide constructive feedback to pupils (where appropriate), Teachers, Therapists and parents (both verbal and written) on their learning and progress


• To support pupils with independent daily living tasks and personal hygiene as needed


Monitoring & Assessment

• Contribute to monitoring and assessing pupils


• Record and report on pupils achievements and development under an agreed system of supervision, providing constructive feedback to pupils (as appropriate), supporting them as they learn


• Record pupils' responses to tasks and participation etc and provide constructive feedback


Teaching and Learning Activities

• Communicate effectively and sensitively with pupils to support their learning


• Promote and support the inclusion of all pupils in learning activities


• Use behaviour management strategies in line with the school's policy and procedures which contribute to a purposeful learning environment


• Work with individuals or small groups under the supervision and / or direction of the Teacher


• Recognise and respond effectively to equal opportunities issues as they arise, including challenging stereotyped views and by challenging bullying and harassment, following relevant policies and procedures


• To assist with the supervision of, and encourage good behaviour amongst pupils


• Organise and manage safely the learning activities, the teaching space and resources


• Promote independence and employ strategies to recognise and reward achievement of self-reliance


• Help pupils to access learning activities through specialist support


Professional Values and Practice

• Have high expectations of all pupils and promote and reinforce pupils' self esteem


• Respect pupils' social, cultural, linguistic, religious and ethnic backgrounds


• Be committed to raising the educational achievement of pupils


• Build and maintain successful relationships with pupils, treating them consistently, with respect and consideration and to be concerned for their development as learners


• Demonstrate and promote the same positive values, attitudes and behaviour that are expected from pupils


• Work collaboratively with colleagues


• Carry out all aspects of the role effectively and to seek help and advice when necessary


• Liaise sensitively and effectively with parents, carers, and outside agencies as necessary, recognising their roles in pupils' learning


• Continually seek to improve own practice, including through observation, examination and discussion with colleagues and seek advice or guidance as necessary


• Contribute to the overall aims / ethos work of the school


• To work with individuals or small groups under the supervision of the Teacher


General

• Administer medication and other medical procedures after appropriate training has been given


• Maintain a safe environment for pupils, staff and visitors to the school


• Meet with parents (eg at open evenings) as necessary


• Supervise pupils off site on school trips and other external visits


• Provide welfare support for pupils


Additional Duties

Any other duties which reasonably fall within the purpose of the post, and which may be allocated by the Teacher.

This may include:

• Collecting money


• Chasing absences


• Preparing class lists


• Record keeping and filing


• Producing classroom displays


• Stocktaking


• Supporting incoming pupils on work experience placements at the school


• Responding to IT malfunctions by carrying out basic checks and where necessary requesting appropriate technical assistance


• Collating pupil reports


• Supervising pupils during the lunch break


• Any other duties as directed by the Teacher that is commensurate with the responsibilities of the role. This might include assisting children with personal cleanliness, dressing and undressing as appropriate


SCOPE OF JOB (Budgetary / Resource control, Impact)

• No direct budgetary responsibility
  
  Relevant qualifications to include either A Levels, NVQ3 The NVQ level provides key guidance and training on working with children that (including English and Maths) or NNEB plus GCSEs grades A to is necessary for this role in the absence of a qualification, assessment at C / 9-4 in English and Maths or recognised equivalent (E)



• In the absence of the relevant qualifications the candidate must Supporting statement will provide evidence that they can meet the expectations have at least 2 years relevant experience supported by a written required of the role statement from a line manager and demonstrate that they meet Working with pupils with a range of abilities and adapting methods and the professional literacy and numeracy standards expected of resources to suit individual needs. the role at interview. (E)


• Have attended relevant SEN specific CPD (E)


• Experience with pupils with learning difficulties / SEN (D)


• 2 years' experience within a school based setting / learning quickly and efficiently environment (D)


• Qualified First Aider (D)


Knowledge

• Knowledge of the Early Years' Curriculum or National Curriculum, To be able to confidently assist with the planning of lessons and group together with ability to adapt to meet the needs of the individual sessions pupil (E)


• Understanding the child protection, safeguarding and bullying maximum progress issues and able to demonstrate understanding of own To be able to ensure that all pupils are included as part of the School accountabilities (E)


• Awareness of multi-sensory impaired pupil's abilities, disabilities, Information about the multi-sensory impaired pupil needs to be shared communications, behaviours and skills (E)


• Awareness of pupil protection and bullying issues (E)



• Knowledge and demonstration of the key factors that can affect to ensure the safety of all pupils the way pupils learn (E)


• Awareness of and willing to promote the School's social inclusion that the post holder can deal effectively in all situations policies and practices (E)


Skills and Abilities

• Proven skills in basic literacy and numeracy (E)


• Good planning and organisational skills (E)


• Ability to implement outcomes set by the Multi-Disciplinary and To be able to feedback to parents and teachers about the progress of Behaviour teams (E)



• Able to communicate effectively with pupils, parents and other Take pupils for 1:1 sessions and small groups staff (E)


• Able to accurately record progress and keep class records up to To ensure that the children that you work with in School gain as much as date (E)


• Ability to make use of ICT to support pupils' learning (E)


• Able to confidently and competently apply knowledge and skills they can from each task acquired from training into a practical classroom context (E)


• Able to motivate and encourage pupils (E)


• Intuitive, imaginative and creative (E)


• Ability to recognise different types of behaviours and differentiate pupils actions accordingly (E)


Work-related Personal Qualities

• Actively enjoys working with, is sympathetic to their needs and has It is extremely important that the postholder enjoys working with children so empathy with pupils (E)


• Professionally discreet and able to respect confidentiality (E)


• Flexible approach to tasks (E)


• Confident and able to use own initiative (E)


• Firm, sensitive and effective approach towards pupil discipline (E)


• Enthusiastic and committed (E)


• Ability to work as part of team (E)


• Ability to listen to advice and act upon support given (E)


• Ability to form effective relationships with colleagues and students, understand professional boundaries and demonstrate suitability to work with children (E), DBS Check (E)


• Patient and resilient (E)


• Observant (E)


• Good sense of humour (E)


• Willing to attend INSET Days, Twilights and evening meetings as necessary training for the role required (E)


• Willing to attend training, including intervention training, and implement actions (E)


• Willing to attend training necessary to ensure all certification is kept up to date (E)


• Able to manage the physical aspects of working with pupils with SEN (such as floor work, manual handling, standing for prolonged periods and toileting and changing) (E)