Job Description
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To provide support to pupils aged 5 to 25 years, individually or in groups, working with them as directed by the Teaching Staff within a structured teaching situation or individually as required to secure continuous improvement in pupil achievement, ensuring a secure, challenging and motivating educational environment.
To ensure continuity and stability for pupils this role may involve being assigned to an individual pupil through his/her time at the school.
Main Tasks - basic level
1. Assist pupils individually and in groups with their work following the direction and guidance of the Teacher to enable them to complete the work to their full ability.
2. Work with pupils both inside the classroom and elsewhere to encourage independence, maintain personal confidence and enable full potential to be reached ultimately with the minimum of supervision.
3. Support and assist pupils with social integration advising them on strategies to deal with problems they encounter, seek appropriate professional help when necessary referring to appropriate teaching staff for advice.
4. Help the teaching staff in the preparation of lessons in advance to identify necessary preparation for the lesson, to gain familiarity with the work to be covered and design appropriate teaching aides.
5. Create learning materials as agreed with the teacher following guidance to ensure maximum access to the lesson material for pupils.
6. Identify issues of concern and positive feedback to be shared with teaching staff.
7. Keep a record of events and progress, bringing issues of concern to the class teacher to ensure full pupil data is available to inform pupils' assessment and future planning.
8. Support basic administrative duties such as photocopying, filing, arranging, management of resources, routine marking, display work, record keeping and collation of basic data.
9. Provide practical help and support such as help with feeding, toileting, personal hygiene and mobility for children with physical disability/difficulty. Administer medication and follow basic medical procedures as instructed following appropriate training (where applicable).
10. Supervise pupils when required during non-teaching times of the day to ensure their health and safety.
11. Undertake other reasonable duties of a similar level and nature to the post as requested.
Responsibility
1. Identifying changes in the developmental needs of pupils and bringing these matters to the attention of the appropriate teaching staff.
2. Keeping up to date with information regarding pupil needs and the content of their IEP's if appropriate.
3. Building positive relationships with pupils and providing an exemplary role model to encourage them to develop good social skills and become as independent as possible for each individual.
4. Working independently with small groups of pupils when required, following the learning programme designed by the teacher ensuring the health and safety and welfare of the group.
5. Supporting the ethos of the school by implementing the Behaviour policy and school expectations.
Decision making
1. When to refer matters to the Teaching staff.
2. Which information is to be kept confidential - particularly sensitive pupil matters.
3. Day to day decisions regarding the management of pupil behaviour in groups, socially or in a 1-1 situation.
4. When a pupil's progress should be brought to the attention of teachers during the delivery of a specified programme of study.
Behavioural competencies to do the job
These are the behaviour aspects that make the difference between an excellent SSA and an average one. All staff will be expected to display these competencies on appointment and
whilst in the job. Those judged to progress up the scale will be expected to display the competencies to a higher level.
1. Team worker - able to work positively with others, encourages input from all and actively contributes to team discussions working to come to consensus decisions.
2. Flexibility - will always go the extra mile to meet the needs of the job, undertaking a variety of work to achieve the best outcomes for pupils.
3. Constantly seeks improvement - of their own skills, knowledge and ways of working as well as systems of work and resources to do the job. Has high expectation of themselves and pupils. Uses initiatives when identifying tasks to be done and priorities.
4. Consistency of purpose - is able to act consistently and make decisions fairly when working with pupils and staff.
5. Judgement - can exercise good judgements based on sound facts, knows when to step back or get involved when dealing with pupils or staff. Can identify which things are of a confidential nature and who are the right people to inform.
6. Communicator - socially and professionally skilled at dealing with people and is able to engender the confidence of others, displaying exemplary social skills at all times and a sensitivity in the light of confidential information.
7. Empathy - with children with a wide range of specific needs and from a range of backgrounds.
Contacts and reasons for the contact
Teachers - to assist them in planning, preparing materials, delivering learning programmes planned by the teacher and assessing pupils' progress and effectiveness of the session.
Pupils - to support, assist and enable them to access the curriculum to their fullest ability and minimise the affect of their special needs. To care for their personal needs, maintaining dignity and respect. Encourage pupils to develop social and independence skills whilst providing support when it is needed.
Principal and Senior managers - to report on actions and recommendations as a result of any responsibility for a particular area of expertise. To report any serious concerns after liaising with the teacher. To take a full part in whole school planning as part of the team.
Other staff - to work as part of a team with other classroom assistants, lunchtime supervisors and specialist staff such as therapists to keep them informed of areas of concern and pupils needs, particularly when handing over at the end of the session or day.
Qualifications needed to do the job at basic level
Essential
None
Desirable
Induction to learning support work - school based or LEA.
NVQ 2 in learning support or similar.
First aid training.
Specialist accredited training such as dealing with autism, signing, language development, Specific Learning Difficulties (SpLD)/Dyslexia and others.
Experience required to do the job
Essential
Experience of dealing with developing positive relationships with children.
Teamwork in a work or social setting.
Desirable
Coaching/working with others to learn skills or knowledge in a formal or informal setting.
Experience of supporting pupils with special needs to encourage independence.
Work in a school setting.
Personal skills/knowledge to do the job
Essential
Good literacy and numeracy skills - enabling personal confidence when reading and doing number work with children up to Year 6 (lev. 5).
Good organisation/prioritisation skills.
Good verbal communication.
Enthusiasm and initiative.
Empathy with children.
Desirable
Has well developed literacy and numeracy skills.
Demonstrates an understanding of a specialist area of related work i.e. a curriculum area.
Can demonstrate a specialist skill to support a technical area or work with pupils who have specific difficulties.
Knowledge of school practices and policies for supporting pupils in particular SEN.
Ability to manage oneself and develop the role so that it contributes effectively to the work of the teacher and raises standards of attainment of pupils.
Developed tasks - Level 2
1. Develops a specialist area of expertise - either working with teachers in a particular curriculum area or delivering specialist support for pupils that demands a high degree of skill and knowledge of their special needs, i.e. maximising opportunities for students with speech and language or autism difficulties.
2. Develops expertise and is able to deliver a high degree of technical skill in a specified support area i.e. the use of ICT in the classroom to inform and support teachers and other staff and increase the confidence of others in this area.
3. Works independently with larger groups of pupils to deliver a learning programme devised by or with the teacher. In the absence of the teacher will, on occasions, lead the group with the assistance of other support staff.
4. Contributes to pupil assessments and interpretation of data to inform future planning with the teacher.
5. Work an extended school day, working with target groups of children and delivering after school's activities and learning opportunities should this need arise with and after negotiation.
Responsibility - level 2
1. Constantly seeks to improve their personal skills and expertise in their area of responsibility.
2. Encourages and supports other staff in the area of work, when appropriate enabling them to have increased confidence in using materials or strategies to aid good teaching and learning.
3. Researches and reports on value for money regarding the purchase of equipment.
4. Undertake a specific co-ordinators role within the school if requested.
Decision Making - level 2
1. Make good judgements based on researched facts regarding the purchase and use of equipment.
2. Day to day decisions regarding the appropriate materials and delivery when dealing with groups of pupils.
3. Interpretation of assessment data.
4. Day to day decisions regarding 'target' children, as agreed previously with the teacher.
Qualifications and Training
At this level staff will be expected to have undertaken at least two accredited courses appropriate to supporting pupils in their role e.g. SpLD certificate, LEA/DfEE accredited training.
Developed Tasks - Level 3
1. Ensures thorough induction training for new Classroom Assistants, providing a role model and mentoring to enable good quality training to take place.
2. Provides a link and support to a teacher curriculum leader, developing materials and teaching programmes with their guidance and supporting the teaching in the classroom by working with group on particular areas of work.
3. Monitor the use of resources and plan purchases to meet the coming needs in the subject or area of specialism.
4. Work an extended school day, with target children.
Responsibility - level 3
1. Works with a high degree of autonomy, making decisions and recommendations independently in the light of information sought and research carried out.
2. Researches good practice in this area in this school and others to enable maximum positive effect of current theories and thinking to inform planning and delivery of high quality teaching and learning.
Decision making - level 3
1. Makes decisions to interpret best practice found elsewhere in the light of this schools needs and makes recommendations to teachers or the Head regarding improvements to be made.
2. Decisions are likely to have a school-wide impact and lead to implications on a large number of pupils for better service provision in the appropriate area of expertise.
Qualifications and training - level 3
Is studying for or has achieved a recognised qualification appropriate to the job, at an advanced level such as:
NVQ3 in Learning Support
Open University STAC course
NNEB
At this level some staff may seek to train as a qualified teacher through the registered teacher scheme or the graduate teacher scheme. The school would actively support staff in this where they are successfully enrolled.
Progression Criteria
Progression to the higher levels will be subject to work being available at that level and staff demonstrating that they meet these criteria in a meeting with the Headteacher/Principal and appropriate manager.
Staff will usually be appointed at the basic level in the post and will progress up the scale when they are judged by the Principal to be competent to do so. In most cases this will be after at least three years in the post.
Where external staff are recruited with at least three years experience they will usually be appointed at the basic grade and where appropriate considered for progression after three years in the post. Any progression will be subject to assessment by the Principal, taking into account recommendation of the lead teacher in the area.
Periods of minimum service for grades 2 - 3 may be negotiated on appointment on the basis of relevant experience in other schools and achievement of the appropriate qualifications. Assessment during a suitable induction period will then be undertaken.
To level 2
1. Occupant of the post for at least three years or substantial proven experience in this field of work in another school.
2. Proven ability to work at the highest level demonstrated by observation and interview with Principal/Vice Principal(s) and recommendation of Senior Staff and developed behavioural competencies appropriate to the job as outlined above.
3. Study and achievement of at least two accredited short courses in a relevant field of work.
To level 3
1. Worked in this school for at least five years or gained five years' experience at the same level in another school.
2. Proven ability to work at the next highest level demonstrated by observation and interview with the Principal/Vice Principal(s) /Senior Staff and developed competence of all those appropriate to the job as outlined above.
3. Successful study for a nationally recognised qualification in a related field of expertise. This will be at NVQ level 3 or similar
This job description is not necessarily an exhaustive list of duties but is intended to reflect the range of duties the post-holder will perform. The job description will be reviewed regularly and may be changed in the light of experience and in consultation with the post holder.
We recognise the value and worth of those people who we work with and seek to uphold standards of the highest quality. This is to reinforce the dignity and respect of the individual in an atmosphere which is warm, caring, stimulating, accepting and free from all forms of prejudice and discrimination. This means a true partnership between the organisation, parents/carers and authorities or other stakeholders, which will promote the physical, intellectual, emotional and social development of our young people or others in our care, in order that they may achieve their full potential.