Benefits:
- FREE Online 24/7 GP Service for you and your family
- Wagestream – where any day can be a payday
- Refer-a-Friend Scheme - Instantly earn points and cash rewards
- Sovereign Health Care Plan
- Canada Life, Group Life Assurance
- Blue Light Card
- Blink, our internal communications app
- Pension scheme
- Free DBS check (Disclosure and Barring Service)
- Access to 34 acres of gardens
Job Role
Support to teachers:
• To provide structured support in accordance with specific work programmes designed and supervised by individual teachers.
• To support the teacher in the development and implementation of Personal Learning/ Behaviour Plans.
• To assist in maintaining classroom discipline through the implementation of the school’s behaviour management strategies.
• To provide support to pupils to achieve learning goals, e.g., by leading small groups or through guided reading.
• To assist the teacher with the planning of learning activities.
• To assist the teacher in monitoring pupils’ responses to learning activities and accurately record achievement/progress as directed.
• To help in the preparation and organisation of classroom resources including by advising on adjustments to the physical environment.
• To provide detailed and regular feedback to teachers on pupils’ achievement, progress, problems etc.
• Undertake appropriate admin tasks.
Support to Pupils:
• To accompany teaching staff and pupils on visits, trips and out of school activities as required.
• To encourage pupils to interact appropriately with others and engage in activities led by the teacher.
• To assist pupils in matters of personal needs and their general health including first aid and welfare matters.
• To provide general support to pupils ensuring their safety, by complying with good H&S practice.
Support Specific to Pupils with ASC and their Families:
• To provide advocacy for pupils with ASC and their families.
• To advise on, and implement, adjustments to increase access and inclusion for pupils with ASC.
• To plan and execute transition arrangements for pupils arriving at and leaving the setting.
• To adapt and share specialist information and guidance to make it appropriate to the setting and audience.
• To develop and modify resources and information to increase access and inclusion and liaise with teaching staff to advise on usage and implementation.
• To help devise specific strategies to support pupils in managing positive behaviour.
• To support developing and implementing risk assessments enabling pupils with ASC to access opportunities in a range of environments, including off site.
• To support development of life skills, including with personal hygiene and relationships.
• To support the executive functioning and organisation of pupils with ASC, including approaches to support time management, homework, and revision.
• To stay abreast of current research and best practice when working with individuals with ASC and their families.
Support to curriculum:
• To assist the teacher in the preparation and development of agreed curriculum activities/materials.
• To provide support in literacy/numeracy/ALN strategies
• To support the use of ICT in learning activities and develop pupils’ competence and independence in its use.
Academic support:
• To promote and safeguard the welfare of children and young persons you are responsible for or come into contact with.
• To comply and assist with the development of policies and procedures relating to child protection, health, safety and security, confidentiality, and data protection, reporting all concerns to an appropriate person.
• To be aware of, support and ensure equal opportunities for all.
• To contribute to the overall ethos/work/aims of the academy.
• To attend and participate in regular meetings.
• To participate in training and other learning activities and performance development as required.
• To recognise own strengths and areas of expertise, using these to advise and support others.
• To assist with pupils needs as appropriate, during the day.
Whilst every effort has been made to explain the responsibilities of the post, each individual task may not have been identified. All staff will be expected to accept reasonable flexibility in working arrangements and comply with any reasonable request from their line manager, undertaking work or tasks of a similar level that is not specified in this job description.
The post holder will be expected to use good common sense and initiative in all matters relating to:
• The safety, mobility, hygiene, and wellbeing of the pupils within the manual handling guidelines.
• Promote standards of care according to current protocols.
• Support inclusion in the classroom, ensuring all pupils feel involved with tasks and activities.
• Actively encourage pupils to act as independently as possible, encouraging them to fulfil their individual potential and promoting their self-esteem.
• Provide feedback to pupils in relation to their progress and achievements under guidance from the teacher.
• Act as a link worker to pupils, supporting and advocating on their behalf, meeting the pupils’ needs in a way that recognises their opinions and wishes.
• Respect and value a pupils’ individuality and always maintain dignity and respect.
• Establish and maintain constructive relationships with parents/carers/support workers using appropriate methods of communication.
• Prepare, maintain, and use equipment/resources required to meet the lesson plans/relevant learning activity and assist pupils in their use.
We are a Global Top 100 Inspiring Workplace - We celebrate our recent recognition as a top 100 Inspiring Workplace Globally with special recognition for our efforts in communication and employee experience.
Our Competency Framework – You’ll have a transparent path to progress through our career pathways and pay bandings. This means you'll always know exactly what skills and achievements are needed to advance in your career.
We have developed a core and cluster model - We offer day 38 or 52-week placements for pupils aged 3-19 years with physical and sensory disabilities, complex needs such as cerebral palsy, and epilepsy and a wide range of additional learning needs. We specialise in supporting children and young people who have emotional and behavioural needs, autistic spectrum conditions, and physical / learning disabilities with access to education opportunities being at the core of our work.