1:1 Learning Support Assistant

**Job Title**: 1:1 Learning Support Assistant (One to One Support TA)

**Job Purpose**: To provide one to one support to a Yr 6 specific pupil in the School environment, ensuring the educational and social/emotional needs of the pupil are met.

**Reporting Line**:Head of Learning Support (SENCO)

**Secondary Reporting Line**: Head of the Girls’ Preparatory School

**Start date**: As soon as possible

**Tenure**:Part-time, Temporary (reviewed yearly)

24 hours per week, Monday to Friday, 36 weeks of the year

This role will involve working 1:1 with a Year 6 pupil at Surbiton High Girls’ Preparatory School in accordance with her Educational and Healthcare Plan and supporting her transition and moving with her into the Senior School. This will involve liaising with Occupational Therapy (OT) and Speech and Language Therapy (SLT), supporting literacy and mathematical skills in the classroom.

**Key Responsibilities**:
Support an individual pupil as directed:

- Follow work plans approved by the teaching staff, provide direct support for the learning of an individual pupil, to achieve defined progression targets in their Education Health Care Plan (EHCP) and in class plans through:

- Activities, interventions, differentiation, empathetic and sympathetic listening, direct guidance and the provision of appropriate positive feedback.
- Supporting the physical, emotional and educational development of the pupil.
- Supervising and encouraging safe behaviour of the individual and groups.
- Working with the pupil in accordance with the Education Health Care Plan.

Classroom support - attend to the day to day needs of the child, inside and outside the classroom, by:

- Provision of personal, social and emotional support.
- Having high expectations and ambitions for the child.
- Promoting effective pastoral care, under guidance, and liaising with colleagues to provide accurate records to provide the basis for home/school liaison and Working closely with the teachers and Learning Support Department to ensure a consistent approach to using strategies, differentiating work and reporting on outcomes.
- Reporting concerns about progress, identifying solutions, to the teacher.
- Assisting educational and therapeutic professionals in their delivery of specialist support programmes
- Assisting with the assessment by the teacher of the individual pupil’s development through observation, creation and retrieval of records, discussion with colleagues and teachers to promote the school’s values

Other
- Work as part of a multi-disciplinary team including teachers, speech and language therapists and occupational therapists.
- Build and maintain successful relationships with all pupils, treat them with respect and consideration and demonstrate and promote the positive values, attitudes and behaviour that is expected from the pupils.
- Respect pupils’ social, cultural, linguistic, religious and ethnic backgrounds and be committed to raising their educational achievement.
- Maintain and develop knowledge of ICT and use to help advance pupils’ learning.
- Maintain and develop understanding of own specialist area to support pupils’ learning, and contribute effectively and with confidence to the classes in which one is involved.
- Liais sensitively and effectively with parents and carers, recognising their roles in pupils’ learning.
- Manage challenging behaviour under the supervision of classroom teachers and support the School’s behaviour policy and practice.
- Attend meetings as required, including the annual review of the EHCP.
- Undertake relevant training and development, as required and effectively use learned skills to benefit pupils.
- Improve one’s own practice, including through observation, evaluation and discussion with colleagues.
- Safeguard at all times confidentiality of information relating to children and staff.
- Carry out any such duties as may be reasonably requested.

**Person Specification**

**Qualifications and Experience**
- Demonstrable levels of numeracy & literacy
- Experience of supporting children who have additional needs in upper KS2 and KS3. This may include supporting children with EHC plans
- Experience of working with children or young people in a paid/unpaid capacity.

**Knowledge and Skills**
- Excellent verbal and written communication skills
- Strong organizational, administrative and ICT skills
- The ability to inspire, motivate and support pupils and colleagues
- Knowledge & understanding of behaviour management strategies
- Understanding of the importance of confidentiality of sensitive information

Familiarity with the needs of pupils with learning differences would be an advantage, including:

- Attention difficulties/ADHD
- ASD
- Sensory Processing Issues
- Anxiety
- Understanding of the SEND Code of Practice 0-25 (2014)

**Personal Qualities and Attitudes**
- Patient, empathetic and enthusiastic
- Sensitivity to the needs of others
- Ability to use own initiative
- Evidenc