SEN Teaching Assistant - Frodsham

We offer up to 40 places for students aged 7 to 19 years of age. The school is an incredible place for children who have complex needs arising from autism, behavioural and learning difficulties to thrive, learn new skills, grow in confidence, and make new friends. Our dedicated staff provide first class support. The education, health, care, and therapy teams work in partnership, and we pride ourselves on having strong relationships in place with parents, carers and funders. This tried and tested approach ensures every iMap student reaches their optimum level of achievement.

Please note: we are unable to offer visa sponsorship for this role. Applicants must have the right to work in the UK at the time of application.

Contribute to planning learning activities:

• Knowledge of school’s policies for the curriculum and assessment and intervention strategies to support pupils with English and Maths difficulties.

• Understand the most effective way in which to support learning for a given task and the needs of pupil/s with whom they are working with.

• Aid the execution of education plans suitable to each pupils’ learning objectives.

Support pupils during learning activities:

• Supervise pupils with SEND, ensuring their safety and ability to access learning activities and understand the information presented.

• Provide support for learning activities.

• Promote class interaction and ensure pupils engage.

• Provide opportunities for developing independence and promote independent learning.

• Record pupil progress using the school’s assessment recording systems.

• Under the guidance of teaching staff, provide feedback to pupils about their progress, achievements and any problems that may have arisen.

• Prepare, maintain and use learning resources and assist pupils to use them.

Contribute to the management of pupil behaviour:

• Promote school policies on pupil behaviour.

• Implement Proact Script training in day-to-day practice.

• Support implementation of strategies to manage behaviour.

• Use strategies for positive behaviour support and report any problems to the teacher.

• Contribute towards Positive Behaviour Support Plans.

Promote social and emotional development of pupils:

• Build a trusting relationship with all pupils and communicate according to their understanding.

• Help to develop self-esteem of pupils.

• Along with other members of the team, help to resolve difficulties between pupils amicably and with regard to school policies.

• Promote good behaviour and encourage pupils to take accountability for their actions.

Support for school:

• Follow child protection, health, safety, security, confidentiality and data protection policies and procedures, reporting any concerns to the appropriate person.

• Maintain high standards of health and safety at all times.

• Promote inclusion and acceptance, support diversity and ensure pupils have equal access to learning and development.

• Create a purposeful, orderly and supportive environment.

• Assist with the display of pupils’ work and the planning of learning activities.

• Assist with pupil supervision of classroom and outdoor activities, including before and after school and in break times, as an when required.

• Accompany teaching staff and pupils on school trips and after school activities, taking responsibility for a group of pupils under the teacher’s supervision when needed.

• Assist with the supervision of discreet groups of pupils for short periods when the teacher is not present.

• Contribute to the overall ethos/ work/ aims of school.

• Be aware of and support difference and ensure all pupils have equal access to opportunities to learn and develop.

• Undertake administrative tasks as needed.

Support use of ICT in the classroom:

• Knowledge of the range of equipment available in school and where to find them.

• Follow the procedure for reporting technical faults.

• Support the pupils with computer technology to access learning activities and assist them to develop competent usage.

Qualifications:

• Level 2 or Level 3 in Teaching and learning or equivalent or a willingness to undertake the training.

Skills:

• Ability to support pupils to make progress against the EHCP targets.

• Ability to work collaboratively and communicate effectively with a range of people both orally and in writing.

• Ability to lead a specialist area in school, e.g. speech and language or handwriting.

• Confident user of IT as a work tool

• Well organised and self-motivated

Knowledge:

• Current Disability/SEN theory and practice particularly linked to Autism.

• Safeguarding and child protection frameworks

• Proactive approaches to Positive Behaviour Support

• Inclusive approaches to raise attendance, attainment and achievement.

• Awareness of and commitment to equality of opportunity