Learning Facilitator (Post 16 SEND)

1. Role Purpose

The Learning Facilitator plays a key role in supporting young adults with Severe Learning Difficulties (SLD), Profound and Multiple Learning Difficulties (PMLD) and complex SEND to access a highly personalised Post-16 education. Working within a transdisciplinary team, the postholder delivers integrated educational, therapeutic and medical support that promotes communication, independence, wellbeing, inclusion and successful Preparing for Adulthood outcomes.

The role involves facilitating meaningful learning across the Learning for Life and Skills for Life pathways, implementing specialist programmes, collating portfolio-based evidence, delivering personal care with dignity and enabling students to participate confidently in school, community and transition activities. The Learning Facilitator contributes to assessment, EHCP outcomes, accreditation and transition planning while ensuring every student is valued, heard and supported to achieve their full potential.

1. Key Responsibilities

2. Transdisciplinarity, Learning and Curriculum Delivery

   1. Deliver high-quality, accessible and engaging learning activities under the direction of subject tutors across the Learning for Life and Skills for Life pathways.

      • ii. Facilitate personalised learning by adapting teaching approaches, resources and environments to meet a wide range of complex needs, promoting communication, cognition, physical development, health, independence and functional life skills.

        • iii. Deliver and record individual learning plans (EHCP outcomes) and contribute to their review and evaluation.

        • iv. Promote active engagement and enable students to generalise learning across educational, therapeutic and community environments.

        • Use formal and observation-based assessment approaches to monitor progress and adapt provision accordingly.

        • vi. Collect portfolio-based evidence to support qualifications and accreditation and contribute to student reviews, transition planning and progress reporting.

        • vii. Develop learning resources and complete referrals for specialist equipment, advice and support where required.

        • viii. Facilitate learning both within the provision and in the wider community to promote meaningful real-life experiences and Preparing for Adulthood outcomes.

1. Medical Support and Interventions

All training required will be provided by the Complex Health Nursing Team or external Health Professionals.

1. Deliver routine medical interventions in line with individual healthcare plans, including (but not limited to) administration of medication, gastrostomy feeding, epilepsy management and emergency procedures.

   • ii. Monitor students' health and wellbeing by recognising and responding to medical needs, including allergies, seizures and recording vital signs where required.

   • iii. Maintain, check and report faults with clinical equipment, monitor medication stock and expiry dates, and ensure safe storage, signing in/out and administration of medication.

   • iv. Support students with nutrition, hydration and the use of adaptive feeding equipment, promoting dignity and wellbeing at all times.

2. Maintain accurate and compliant medical and care records in line with the provisions policies and procedures.

   • vi. Participate in mandatory medical training, maintain an up-to-date CPD record and work collaboratively with health professionals and the wider transdisciplinary team to ensure safe, effective and coordinated care.

1. Communication, Interaction and Student Voice

All training required will be provided by the Specialist Speech and Language Therapist, Visually-Impaired (VI) Lead or Hearing-Impaired (HI) Lead.

1. Implement Total Communication approaches and model a range of Augmentative and Alternative Communication (AAC) systems, as directed by the Specialist Speech and Language Therapist, to promote communication, engagement and participation.

   • ii. Create communication-rich environments that enable students to express preferences, make informed choices, develop autonomy and self-advocacy, ensuring student voice and aspirations informs daily practice, planning and reviewing processes including EHCP reviews and transition planning.

   • iii. Embed therapeutic communication programmes into daily learning activities, supporting intentional communication across the provision and wider community.

   • iv. Report faults with AAC equipment, complete referrals to specialist services when required and contribute to the maintenance of communication resources.

2. Undertake mandatory communication and interaction training, maintain an up-to-date CPD record and work collaboratively with specialist professionals to ensure effective communication support.

1. Physical Development and Mobility

All training required will be provided by the Specialist Consultant Physiotherapist, HUB team or Moving and Handling Assessors.

1. Support the implementation of physiotherapy programmes within daily routines, learning activities and therapeutic sessions, including hydrotherapy and rebound therapy.

   • ii. Promote students' physical wellbeing, comfort and independence by implementing individual moving and handling plans, operating specialist equipment, including tracking hoists, and ensuring safe moving and handling practices at all times.

   • iii. Monitor and report faults with mobility equipment, complete referrals to the Physiotherapist or HUB Team when required and support the safe use of specialist equipment.

   • iv. Undertake mandatory mobility, physiotherapy and moving and handling training, maintain an up-to-date CPD record and facilitate learning across the provision and wider community.

1. Personal, Intimate Care and Dignity

   1. Provide high-quality personal care with dignity, respect, and sensitivity.

      • ii. Support intimate care needs in accordance with policies and individual care plans.

        • iii. Promote independence and participation in daily living skills.

          • iv. Assist students with dressing, promoting independence at all opportunities.

          • Support students with toileting and respond appropriately to behaviours that require guidance around privacy and personal boundaries, ensuring pupils’ dignity and wellbeing at all times.

1. Emotional Wellbeing and Behaviour Support

   1. Foster a safe, nurturing, age-appropriate and inclusive learning environment that promotes emotional wellbeing, student voice, identity and a sense of belonging.

      • ii. Implement Positive Behaviour Support (PBS) and Team Teach strategies in line with individual behaviour plans, proactively identifying triggers and adapting approaches to meet students' emotional, behavioural and sensory needs.

        • iii. Support students to develop emotional regulation and independence, facilitating safe and successful transitions throughout the provision in line with personalised timetables.

          • iv. Maintain accurate behaviour records using Behaviour Smart, contribute to Wellbeing Profiles, One Page Profiles and PBS plans, and make referrals to external mental health services when directed.

          • Undertake mandatory behaviour and wellbeing training, maintain an up-to-date CPD record and work collaboratively with colleagues and external professionals to promote positive outcomes for students.

1. Transdisciplinary Working

   1. Develop strong professional relationships with the Learning Facilitators team, wider Post 16 transdisciplinary team, health practitioners, social care professionals, therapists, post 16 / 19 provisions and services, families, carers and students.

      • ii. Contribute with information when required to update EHCP and transition documents and the production of pupil progress reports.

1. Preparing for Adulthood

   1. Maintain strong knowledge and understanding of the Preparing for Adulthood (PfA) pathways.

      • ii. Support students to develop skills within the four PfA pathways: Independent Living, Community Inclusion, Health and Wellbeing and Employability.

        • iii. Facilitate meaningful opportunities and experiences that promote inclusion and enhance quality of life through the promotion of the PfA outcomes.

          • iv. Promote student wellbeing, self-advocacy and informed decision-making.

          • The Learning Facilitators team will support tutors in transition planning by acting as advocates for the individuals within their care with all decisions made, to be in the best interests of the student.

1. Family and Carer Engagement

   1. Provide regular communication pathways with parents and careers to inform them on key information and give updates on the students personalised timetables.

1. Safeguarding

   1. Safeguard and promote the welfare of all students in line with statutory guidance and the Provision’s Safeguarding and Child Protection Policies.  

      • ii. Respond to safeguarding concerns raised by staff, students, or external agencies, escalating to the DSL and your Phase Coordinator DDSL where appropriate. 

        • iii. Adhere to all organisational policies and procedures, including data protection and confidentiality. 

          • iv. Maintain accurate records in line with statutory and organisational policies. 

          • Use online recording systems – CPOMS.

• vi. Ensure individualised Positive Behaviour Support plans are followed and implemented.  

• vii. Ensure where appropriate individual Deprivation of Liberty Safeguards (DOL(s)) Orders are adhered to. 

• viii. Maintain and up-to-date Continuous Professional Development (CPD) record of safeguarding related training.  

1. Additional Duties

   1. The postholder is responsible for carrying out tasks and duties as directed by their line manager in a timely, accurate, and professional manner. This includes adhering to instructions, meeting agreed deadlines, and maintaining clear and effective communication to ensure priorities are understood and work is completed to the required standard.

      • ii. In line with the dynamic nature of the education sector, the postholder may also be required to undertake such other duties as reasonably requested by their line manager.

        • iii. The postholder will be expected to take responsibility for their own continuous professional development (CPD) and the ongoing development of their area of responsibility. This includes actively engaging in relevant training and development opportunities to maintain and enhance professional knowledge and practice.

        • iv. The postholder may be required to attend training sessions, meetings, or professional development activities that take place outside of normal school working hours, in line with the needs of the role and the organisation.

        • Supervise students during periods of unstructured recreation before, during and after school when required.

        • vi. Cover for absent colleagues when required including providing classroom support within Post 16.

        • vii. Attend Post 16 enrichment activities and events when required including residential trips and Prom.