To provide effective support for pupils with special educational needs, enabling them to access the curriculum, build independence, and reach their full academic, social, and emotional potential.

Key Responsibilities

Supporting Pupils

Deliver one-to-one and small group support for pupils with identified SEN, including autism, ADHD, speech and language needs, and learning difficulties.

Assist pupils in understanding instructions, completing tasks, and maintaining engagement in learning activities.

Provide support with personal care and mobility where necessary, in accordance with school policies.

Encourage positive behaviour, emotional regulation, and appropriate social interaction.

Foster pupils’ independence, confidence, and self-esteem.

Supporting Teaching and Learning

Work in partnership with the class teacher to adapt resources and learning activities to meet individual needs.

Reinforce learning objectives set by the teacher and SENCO.

Implement targeted strategies, interventions, and resources as directed.

Support the implementation of Individual Education Plans (IEPs), Education, Health and Care Plans (EHCPs), and other support plans.

Monitoring and Reporting

Observe, track, and record pupil progress and behaviour.

Provide regular feedback to the teacher and SENCO, highlighting progress and any concerns.

Contribute to assessments, reviews, and meetings as required.

Supporting the School

Promote a safe, inclusive, and positive learning environment.

Adhere to safeguarding, health and safety, and confidentiality procedures at all times.

Collaborate effectively with teaching staff, SEN teams, therapists, and external professionals.

Support pupils during transitions, break times, and wider school activities as needed.

Essential Experience working with children or young people, particularly those with special educational needs.

A patient, compassionate, and empathetic approach.

Strong communication skills and the ability to work effectively as part of a team.

Ability to follow guidance while also using initiative appropriately.

A clear commitment to safeguarding and promoting the wellbeing of pupils.

Desirable Relevant qualifications, such as a Level 2 or Level 3 Teaching Assistant qualification.

Understanding of specific needs including autism, dyslexia, or speech and language difficulties.

BSL Level 2 +

Previous experience in a school or educational environment.

Working Conditions Term-time only, with attendance at training days as required.

Working hours as agreed with the school.

The role may involve physical duties, including supporting pupils with mobility and personal care needs