Learning Support Assistant Key Stage 3 and Key Stage 4

GREENSHAW HIGH SCHOOL, Benhilton, Sutton

Learning Support Assistant Key Stage 3 and Key Stage 4

Salary not available. View on company website.

GREENSHAW HIGH SCHOOL, Benhilton, Sutton

  • Full time
  • Permanent
  • Onsite working

Posted 1 week ago, 7 Jul | Get your application in now before you miss out!

Closing date: Closing date not specified

job Ref: 3b5dfcee78184f9e9d1f23e3cdebec2c

Full Job Description

Greenshaw High School is a highly over-subscribed 11 to 18 mixed comprehensive secondary school situated in Sutton, South West London. We are proud of our strong local reputation, having over 4,000 applications for 300 places in September 2024. In October 2024 the hard work of our students and staff was recognised by Ofsted. The inspection team described the school as offering "an exceptional standard of education", using the words "flourishing, "inclusive" and "friendly" to describe our school. In the report Quality of Education, Behaviour & Attitudes, Sixth Form and Leadership & Management were all graded as Outstanding. This is an excellent opportunity for a highly motivated and committed individual to join Greenshaw High School as a Learning Support Assistant. The successful candidate will strategically support the learning and development of students with special educational needs and disabilities (SEND) in Key Stages 3 and 4, in collaboration with class teachers. The primary aim is to foster student independence, facilitate their access to high-quality, inclusive classrooms, and contribute to their academic progress and social development. The role focuses on scaffolding learning, promoting self-regulation, and equipping students with the skills to become increasingly autonomous learners. Main responsibilities: 1. Supporting learning and fostering independence

  • Working under the direction of the class teacher to strategically scaffold learning for identified students, providing targeted support that enables them to access, engage with, and progress through the curriculum
  • Gradually withdrawing support as students demonstrate increasing competence, empowering them to attempt tasks independently
  • Supporting students in navigating the classroom environment independently, including accessing resources and contributing to partner talk and/or whole-class discussions
  • Promoting positive interactions with peers, encouraging collaborative learning and reducing reliance on adult intervention
  • Guiding students in the effective use of assistive technology as an independence-enhancing tool, where required
  • Actively encouraging students to develop their own learning strategies and become self-sufficient
  • Reinforcing and developing specific cognition and learning, or social-emotional skills in identified students through planned support, guided by the SENCO/Deputy SENCO, and contribute to progress monitoring
  • 2. Understanding and responding to individual needs
  • Developing a comprehensive understanding of the specific learning needs, strengths, and barriers to individual students with SEND, including those related to Speech, Language and Communication Needs (SLCN), Autism, ADHD, specific learning difficulties, and/or physical needs
  • Adapting support strategies flexibly and appropriately to meet the diverse and evolving needs of students, ensuring an inclusive learning environment for all
  • Actively championing the inclusion and acceptance of all students within the school community, challenging stereotypes and fostering a supportive atmosphere
  • Establishing and maintaining strong, respectful relationships with students, acting as a consistent and positive role model
  • 3. Collaboration, communication and professional growth
  • Providing flexible and adaptable support across Key Stage 3 and 4 to cover LSA absence, which may include supporting individual students or shared classroom support as directed by the Inclusion Coordinator
  • Working closely with other LSAs, particularly those providing 1:1 support, to develop a comprehensive understanding of individual student needs and the bespoke strategies, resources, and routines that best support them
  • Contributing to the review and planning of student provision by providing observations and insights into students' learning, independence, and social-emotional development
  • Working in conjunction with class teachers and school behaviour policies to support positive behaviour for learning, promote self-regulation, and respond appropriately to any behaviours that challenge, including using Management Information Systems to document concerns
  • Assisting class teachers in the preparation and distribution of learning resources, ensuring they are accessible and enhance student engagement
  • Proactively engaging in professional growth relevant to support pupils with SEND, including attending INSET days, school-based training and external courses
  • Keeping abreast of current best practices in SEND support, particularly those aimed at supplementing high quality teaching and promoting independence
  • 4. Support in exams and assessments
  • Providing support for students with approved access arrangements during internal and external examinations and assessments. This may include acting as a reader, scribe, or practical assistant; providing supervised rest breaks; facilitating the use of assistive technology or adapted equipment; ensuring an appropriate and compliant environment for examinations
  • Where appropriate and within regulatory guidelines, guiding students to develop strategies for managing exam conditions and accessing materials independently, reducing reliance on LSA support where possible
  • Assisting students in understanding exam conditions, focusing on building their confidence and reducing anxiety
  • 5. Delivering Emotional Mentoring Sessions to key students
  • Delivering student-led Emotional Mentoring Support (EMS) sessions to identified students, as directed by the Lead Emotional Support Mentor, focusing on helping students to develop emotional literacy, coping strategies, and resilience
  • Maintaining accurate and confidential records of EMS sessions, noting key discussions, strategies explored, and student progress
  • Reporting safeguarding concerns or disclosures to the Safeguarding team promptly
  • Actively participating in regular supervision sessions led by the Lead Emotional Support Mentor to ensure the effectiveness and safety of emotional support provision, reflect on practice, and continued professional development
  • 6. General responsibilities
  • Being responsible for keeping up-to-date with the requirements of the role, by attending appropriate INSET and meetings, and keeping abreast of changes in legislation
  • Being aware of and complying with policies and procedures relating to child protection, equal opportunities and race equality, health and safety, confidentiality and data protection, reporting all concerns to an appropriate person
  • Undertaking any other duties commensurate with the post as may be required by the Inclusion Coordinator or Headteacher
  • Please download the recruitment pack for further information.

    Greenshaw High School is a highly over-subscribed 11 to 18 mixed comprehensive secondary school situated in Sutton, South West London. We are proud of our strong local reputation, having over 4,000 applications for 300 places in September 2024. In October 2024 the hard work of our students and staff was recognised by Ofsted. The inspection team described the school as offering "an exceptional standard of education", using the words "flourishing, "inclusive" and "friendly" to describe our school. In the report Quality of Education, Behaviour & Attitudes, Sixth Form and Leadership & Management were all graded as Outstanding.

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