Teaching and Learning Support Assistant

Main Purpose of the Role To work within the Learning Support and Inclusion department and across the curriculum under the guidance of the SENDCo To work under the guidance of the SENDCo; teaching/senior staff and within an agreed system of supervision. To implement agreed work programmes with individuals/groups, in or out of the classroom to reduce barriers to learning so that all girls achieve expected and beyond expected progress. To work with students and teachers in and outside of lessons in order to ensure quality in student learning and wellbeing. Specific Duties and General Responsibilities To work in and out of lessons and (as directed by the Head of Department (HoD) or SENDCo along with guidance from the class teacher and/or Head of Year) with students with behavioural or learning difficulties, which may include sensory impairment, physical disability, language and communication difficulties. To work within an agreed system of supervision, plan challenging teaching and learning activities, evaluate and adjust lessons/work plans as appropriate to ensure the students make progress. To work collaboratively with teachers to share best practices and ideas from around the school in order to best support students. To collaborate with representatives from outside agencies where appropriate and as directed by the HoD/SENDCo. To facilitate the sharing of information between school staff and partner agencies. To attend and contribute to conferences, PEP meetings and meetings about student progress as and when required. To establish and develop effective working relationships with students, parents and staff. To be aware of all students as individuals with differing needs, aspirations, lifestyles and cultural backgrounds To follow strategies outlined in individual Education Health Care Plans and advice from teachers and other professionals such as educational psychologists, speech and language therapists and occupational therapists to support students in their learning. To produce and implement action plans with identified outcomes for the support provided when barriers to learning arise. To communicate effectively, for example, by telephoning parents/carers, writing in students’ journals, writing short reports for meetings and contribute to discussions at annual review meetings. To reintegrate students back into lessons when they have been away from school because of illness, exclusion or other reason. To support in ensuring that student disputes are settled quickly and effectively. Support with collecting evidence, carrying out mediation and helping to reintegrate students back into school after exclusion. To work with a variety of media to support students in their learning, e.g. PCs, iPads, online platforms. To accompany students on visits, community placements and work experience as necessary. To contribute to flexible working hours to faciliate supervision at breakfast clubs, homework clubs and extracur