SEN Learning Support Assistant

We are seeking an exceptional SEN Learning Support Assistant to join our dedicated team at Westbury Park School. In this role, you will have the opportunity to make a significant impact on the lives of our students with specific learning difficulties and educational needs, supporting them to make progress and thrive in our inclusive and nurturing environment. (Part-time, TTO, 21.25 hours per week, AMs), To provide consistent, high-quality learning, emotional, and social support for children within a Lower Key Stage 2 classroom under the direction of the class teacher and SENDCo. The role primarily focuses on providing dedicated 1:1 support for an individual pupil to help them build relational safety, develop emotional regulation, and access the curriculum within a mainstream setting. The postholder will also facilitate wider inclusion by supporting small groups and other pupils within the class, adapting daily routines dynamically, and carrying out break and midday supervision. Key Accountabilities & Performance Outcomes 1. Targeted Pupil & Learning Support Relational Support & Regulation: Provide a calm, reassuring, and consistent adult presence to support a key pupil's emotional regulation, wellbeing, and readiness to learn throughout the morning. Curriculum Adaptation: In liaison with the class teacher, proactively adapt learning tasks, instructions, and sensory or physical environments to meet individual developmental needs without drawing unnecessary attention to individual differences. Predictability & Routines: Implement visual timetables, transitional cues, and structured classroom routines, while remaining attuned and responsive to subtle shifts in anxiety or engagement. Wider Classroom Inclusion: Facilitate natural social interactions between the key child and their peers; step in flexibly to support other pupils and small groups across Lower Key Stage 2 when appropriate to promote pupil independence. 2. Classroom Environment & Routine Facilitation Flexible Adaptation: Recognise triggers or signs of overwhelm early and adapt pacing, tasks, or break periods calmly and discreetly. Resource Preparation: Prepare differentiated practical materials, visual resources, sensory regulation tools, and individual workstations as planned with teaching staff. Progress Tracking: Maintain objective, sensitive records of pupil responses, regulatory patterns, and milestones towards individual targets (e.g., IEPs/Provision Maps) to feed back to the class teacher and SENDCo. 3. Pastoral Care, Supervision & Safeguarding Midday & Break Supervision: Supervise playground and dining routines until 1:00 PM, proactively supporting unstructured social times, promoting inclusive play, and modelling restorative conflict resolution. Wellbeing & Welfare: Attend to pupils' emotional and physical welfare, promoting independence and self-confidence in line with whole-school positive behaviour policies. Safeguarding Compliance: Strictly adhere to school policies regarding safeguarding, child protection, health and safety, and confidentiality at all times, escalating any concerns swiftly to the Designated Safeguarding Lead (DSL). 4. Teamwork & Professional Engagement Classroom Partnership: Work collaboratively and communicate daily with the Lower Key Stage 2 class teacher to review morning outcomes and prepare for subsequent sessions. Whole-School Ethos: Contribute positively to the inclusive, nurturing ethos of Westbury Park Primary School, maintaining professional relationships with colleagues, parents/carers, and external support services where applicable.

Essential Criteria (Must have)

• GCSE Grade C/4 (or equivalent) in English and Mathematics. .
• Experience supporting children within an educational or early development/care setting.
• Experience providing tailored, 1:1 or small-group interventions to build confidence and engagement.
• Understanding of how to adapt curriculum materials and scaffold tasks to suit varied learning styles and emotional needs.
• Working knowledge of statutory safeguarding, child protection, and Health & Safety requirements in primary schools.
• High level of emotional intelligence, patience, and empathetic listening skills to build authentic, secure working relationships.
• Ability to remain calm, resilient, and reflective when managing dysregulation or challenging moments.
• Strong situational awareness-able to balance dedicated 1:1 support with stepping back or supporting wider classroom groups to foster independence.
• Ability to work collaboratively within a team while using sound initiative to adjust routines when circumstances require.
Desirable Criteria (Should have)
• Relevant qualification in supporting teaching and learning (e.g., NVQ/CACHE Level 2/3) or relevant professional development.
• Valid First Aid qualification (or willingness to complete training).
• Direct experience working with Key Stage 1 or Lower Key Stage 2 children in a mainstream classroom..
• Practical experience supporting children who require relational warmth, consistent boundaries, or support with social and emotional regulation.
• Understanding of relational approaches to behaviour and the value of positive, predictable routines in reducing anxiety.
Advantageous Criteria (Could have)
• Varied Exposure: Previous experience working across a varied range of educational settings (e.g. development, care, or multiple school types).
• Leadership: Experience in the effective supervision or guidance of support staff colleagues to achieve team outcomes.
• Autonomy: The proven ability to plan, review, and carry out professional duties seamlessly without direct supervision.
• Languages: Ability to communicate proficiently in a language other than English.
  
  Westbury Park School - "Together We Discover Tomorrow"
Westbury Park School is a vibrant and high-performing primary school located in the heart of the historic Victorian suburb of Westbury Park. Our school is renowned for its exceptional teaching, engaging curriculum, and supportive community. At Westbury Park, we value and respect everyone. As a learning community, we challenge and inspire one another, developing confidence to make positive choices in a changing world, so that together we discover tomorrow. Our curriculum puts the child at the center of our caring, sharing, and achieving school, where positive relationships, based on mutual trust and respect, are at the heart of everything we do.