Learning Support Assistant

Transcription

1 Learning Support Assistant Reviewed: February 2014.

2 Reports to: Lead / Principle Teaching Assistant. Purpose of Role: To work under the direct instruction of teaching staff, usually in the classroom with the teacher, to support access to learning for pupils and provide general support to the teacher in the management of pupils and the classroom. Job Description- Short Support for Pupils: Attend to the pupil's personal needs and implement related personal programmes: Supervise and support pupils ensuring their safety and access to learning. Establish good relationships with pupils, acting as a role model and being aware of and responding appropriately to individual needs. Promote the inclusion and acceptance of all pupils. Encourage pupils to interact with others and engage in activities led by the teacher. Encourage pupils to act independently as appropriate. Support for Teachers: Prepare classroom as directed for lessons and clear afterwards and assist with the display of pupils work. Be aware of pupil problems/progress/achievements and report to the teacher as agreed. Undertake pupil record keeping as requested. Support the teacher in managing pupil behaviour, reporting difficulties as appropriate. Gather/report information from/to parents/carers as directed. Provide clerical/administrative support e.g. photocopying, typing, filing, collecting money etc.

3 Support for the Curriculum: Support pupils in respect of local and national learning strategies e.g. literacy, numeracy, KS3, early years, as directed by the teacher. Support pupils to understand instructions. Support pupils in using basic ICT as directed. Prepare and maintain equipment/resources as directed by the teacher and assist pupils in their use. Support for the School: Be aware of and comply with policies and procedures relating to child protection, health, safety and security, confidentiality and data protection, reporting all concerns to an appropriate person. Be aware of and support difference and ensure all pupils have equal access to opportunities to learn and develop. Contribute to the overall ethos/work/aims of the school. Appreciate and support the role of other professionals. Attend relevant meetings as required. Participate in training and other learning activities and performance development as required. Assist with the supervision of pupils out of lesson times, including before and after school and at lunchtimes. Accompany teaching staff and pupils on visits, trips and out of school activities as required. Person Specification- Short Qualifications & Experience: Knowledge & Understanding: Experience of working with relevant age groups within a learning environment. Good numeracy and literacy skills. Completion of DfES Teacher Assistant Induction Programme. Able to work constructively as part of a team, understanding classroom roles and responsibilities. Able to use basic technology - computer, video, photocopier. Ability to relate well to children and adults.

4 Line of responsibility The teaching assistant will be directly responsible to the Lead/Principle Teaching Assistant Job purpose The teaching assistant is responsible for: Providing assistance with the teaching and learning of students under the instruction of the class teacher in order to maximise their participation and achievement. Providing support with classroom management and with the supervision of students, while maintaining a purposeful, orderly and supportive environment. Providing general care and welfare to students. Contributing to the overall ethos, work and aims of the school. Duties and responsibilities Main duties and responsibilities are indicated below. Other duties of an appropriate level and nature may also be required, as directed by the headteacher and line manager. Conditions of employment The above responsibilities are subject to the general duties and responsibilities contained in the written statement of conditions of employment (the contract of employment). S/he is required to support and encourage the school s ethos and its objectives, policies and procedures as agreed by the governing body. S/he shall uphold the school's policy in respect of child protection and safeguarding matters. S/he shall be subject to all relevant statutory and institutional requirements. S/he may be required to perform any other reasonable tasks after consultation. This job description allocates duties and responsibilities but does not direct the particular amount of time to be spent on carrying them out and no part of it may be so constructed. This job description is not necessarily a comprehensive definition of the post. It will be reviewed at least once a year and it may be subject to modification at any time after consultation with the post holder. All staff are required to participate in the school s appraisal scheme.

5 Job specification Operational S/he shall establish and maintain good relationships with all students, parents/carers, colleagues and other professionals. S/he shall understand and implement the school s behaviour policy and code of conduct including the issuing of rewards and sanctions within the school s policies and procedures. S/he shall ensure that students are aware of the school s behaviour policy and code of conduct, and support students to comply with them and to understand the consequences of their behaviour. S/he shall report any incidents of unacceptable behaviour or issues of concern to the appropriate member of staff. S/he shall supervise and provide support to individuals and groups of students, including those with special educational needs (SEN), ensuring their safety and access to learning activities, and encouraging them to become independent learners within their own ability. S/he shall contribute to the learning, personal, physical and social needs of students, whilst encouraging independence. S/he shall be aware of and respond appropriately to individual student needs. S/he shall attend to and implement support to meet the personal and physical needs of students including health and hygiene matters. S/he shall encourage the acceptance and integration of all students ensuring equal access to opportunities to learn and develop. S/he shall liaise with her/his line manager, appropriate teaching staff and other professionals to ensure support is effective and efficient. S/he shall work to establish a supportive relationship with parents / carers in order to facilitate strong and constructive links between home and school, S/he shall support teaching staff in respect of planning, preparation, assessment and administration. S/he shall assist with the preparation, maintenance and use of teaching materials and equipment, and tidy away materials/equipment as required.

6 S/he shall produce additional curriculum materials, in discussion with the class teacher, to support teaching programmes. S/he shall contribute to the planning and review of lessons, activities and/or support programmes. S/he shall undertake pre-determined learning activities and teaching programmes for individuals and groups of students under the guidance of the class teacher. S/he shall assist students to learn as effectively and independently as possible, both in group situations and on their own, such as clarifying and explaining instructions, hearing students read. S/he shall adopt appropriate strategies and approaches to support and assist students in achieving their learning goals. S/he shall adjust learning activities and programmes, in discussion with the class teacher, to assist students achieve their goals. S/he shall ensure students are able to use the equipment, other specific aids and materials and assist where students are uncertain, such as with meanings of words, spelling, and presentation. S/he shall use ICT effectively to support learning activities and develop students competence and independence in its use. S/he shall supervise and to assist students in their concentration in order to complete work set. S/he shall motivate and encourage students, and help them to develop their self-esteem and interaction with others. S/he shall maintain records of student progress, achievement and problems, and provide verbal and written feedback as required to staff and students. S/he shall contribute to individual education plans (IEPs) and individual behaviour plans for students. S/he shall provide assistance in the supervision of students during breaktimes and lunchtimes as required. S/he shall put up and maintain appropriate displays within the classroom and school.

7 Administrative S/he shall undertake a range of clerical and administrative tasks as required, for example, photocopying, word-processing, filing, faxing, collation of student reports, administering coursework, collecting and recording payments. S/he shall ensure that all administrative duties, checks and documentation are completed to the required level of accuracy and within deadlines, including returns and reports. S/he shall input and extract information from the school s database system/s as required. S/he shall collate information, statistics and prepare reports as required by her/his line manager, the headteacher and the governing body. S/he shall maintain both manual and computerised record and filing systems in line with requirements. General S/he shall attend parents evenings, open days and meetings with parents/carers and other professionals as required. S/he shall assist in escorting students on educational visits and participate in extra-curricular activities as required. S/he shall invigilate school and public examinations and tests as required. S/he shall attend relevant meetings and training sessions. S/he shall undertake first aid training and responsibilities as required. S/he shall keep abreast of developments and changes in her/his field and communicate to colleagues as appropriate. S/he shall comply with policies and procedures relating to child protection, health, safety and security, confidentiality and data protection, reporting all concerns to an appropriate person.

8 TEACHING ASSISTANT: PERSON SPECIFICATION Essential Desirable Evidence Qualifications and experience: Educated to at least GCSE grade C standard or equivalent in English and mathematics. Familiarisation with the content of DFE teaching assistant induction materials. Qualifications and experience: Experience of working in a school or similar establishment. First aid qualification or willingness to gain one. Application form Letter of application References Interviews Certificate/s (to be available at interview) NVQ 2 for teaching assistant or equivalent qualification and/or experience. Experience of working with children/young people.

9 Knowledge and skills: Ability to build and form good relationships with students, parents/carers and colleagues. Good verbal and written communication skills appropriate to the need to communicate effectively with colleagues, students, parents/carers and other professionals. Ability to work constructively as part of a team, understanding school roles and responsibilities including own. Knowledge and skills: Working knowledge of behaviour management strategies. Knowledge of an additional language. Basic understanding of child development and learning principles. Working knowledge of relevant policies and procedures, and awareness of relevant legislation. Application form Letter of application References Interviews Good standard of numeracy and literacy skills. Ability to use range of ICT packages and equipment effectively. Working knowledge of national requirements regarding curriculum delivery and other learning programmes/strategies. Ability to absorb and understand a wide range of information.

10 Personal qualities: A diplomatic and patient approach. Able to appropriately deal with confidential information/situations. Application form Letter of application References Interviews Able to follow direction from line manager. Ability to show initiative and to prioritise one s own work and meet required deadlines. Efficient and meticulous in organisation. Desire to enhance and develop skills and knowledge through CPD. Commitment to the highest standards of child protection and safeguarding. Recognition of the importance of personal responsibility for health and safety. Commitment to the school s ethos, aims and its whole community.

11 Person Specification: Specific to EAL Job title: EAL (English as Additional Language) Learning Support Assistant Line Manager: Senior/Lead LSA, EAL co-ordinator The person specification should be used in relation to the job description. Criteria Essential Desirable Education and experience Knowledge, skills and abilities. Excellent numeracy and literacy to A level or equivalent and ICT skills. Experience of working with relevant age groups within a learning environment. Ability to work well as part of a team. Excellent communication skills both verbally and in writing in order to support literacy and numeracy activities to help pupils access the curriculum. An understanding of classroom roles and responsibilities and maintenance of records of in class support. Knowledge of the learning processes for children who have additional languages e.g. barriers to learning, how children acquire an additional language and how to support newly arrived pupils with EAL and/or advanced bi-lingual learners. Ability to build and maintain effective relationships with pupils, parents and carers treating them equitably with respect and consideration. Ability to understand the roles of parents and carers, in pupils learning and demonstrate ability to liaise with them sensitively and effectively. To be responsible for promoting and Ability to speak and write any one of the following languages: (Urdu, Spanish, Romanian and Bulgarian - this will be tested at interview) for bi-lingual LSAs only. Recent relevant continuing professional development. Experience of working with children and parent/carers with additional needs Excellent organisational skills. Good working knowledge of national curriculum strategies including early years and foundation stage and other relevant learning programmes. Ability to observe, monitor and provide constructive feedback on pupils progress. Good working knowledge of relevant policies and codes of practice and awareness of relevant legislation. Ability and willingness to identify own training needs and participate in training and evaluate own learning needs relevant to EAL/Bilingual learners. Willingness to attend relevant INSET and Training.

12 self-guarding the welfare of children and young people within the school. Keep pupils on track and reinforce Learning and Key Concepts by clarifying and explaining instructions, questions and tasks. Promote independent learning and support pupils using computers in the homework club. Assist in the preparation and development of agreed curriculum activities, to make it more accessible to the pupils by suggesting ideas and practical strategies to enhance pupils learning. Develop positive relationships of trust with the teachers and appreciate and support the roles of other professionals. Be aware of and comply with policies and procedures relating to child protection. Promote the Inclusion and acceptance of all pupils, ad attending pupils review meetings where appropriate. Escort and supervise pupils on educational visits and out-of school activities.

13 Person Specification: Specific to SEND Job title: SEND (Special Educational Needs or Disabilities) Learning Support Assistant Line Manager: Senior/Lead LSA, SenCo The person specification should be used in relation to the job description. Essential Qualification in English and Maths at GCSE level grade C or above. Preparing resources and adapting teaching materials to make them more accessible to the pupil Developing and adapting conventional teaching methods to meet the individual needs of the pupils. Using special equipment and facilities, such as audiovisual materials and computers to stimulate interest in learning and keeping records. Collaborating with the classroom teacher, to develop positive relationships of trust and to define appropriate activities for the pupils in relation to the curriculum. Liaising with other professionals, such as social workers, speech and language therapists, physiotherapists and education psychologists. Liaising closely with parents and guardians. Organising learning outside the classroom in activities such as community visits, school outings or sporting events. Administration, including updating and maintaining records on pupils progress. Attending statutory annual reviews or other related meetings, such as Looked After Child (LAC) reviews, regarding students with an SEN, which may involve reviewing statements of special educational needs. Receiving in-service training Behaviour management Encouraging pupils social and emotional development via tutorial/pastoral work. Keeping pupils on task. Reinforcing Learning and Key Concepts. Experience of working one to one with SEN learners Promote independent learning. Helping pupils with proof reading and redrafting their work. Assisting pupils with the recording of homework. Assist with the recording of classwork when necessary (to allow pupils to concentrate on what the teacher is saying). Desirable Qualification at A Level, Level 3, HLTA or Degree. Marking and assessing work. Preparing lessons and giving feedback. Teaching either individuals or small groups of pupils within or outside the class. Using specialist skills, such as teaching Braille to pupils with visual impairments or sign language and lip reading to students who have hearing impairments. Assessing children who have long or short-term learning difficulties and working with colleagues to identify individual pupils special needs. Assisting in severely disabled pupils personal care/medical needs. Experience of supporting literacy needs and dyslexia Completed or working towards a qualification in supporting SEN, particularly dyslexia.