Job Purpose:
To assist in promoting the learning and personal development of the named student(s), providing a learning
environment that supports their developmental and educational needs, under the overall direction of the
class teacher and Head of Inclusion/SENCO.
Key Relationships (Internal and External):
Teachers, Students, Parents, Student Support Team, School Counsellor, Principal and other members of the
school management team, external agencies as required.
Key Accountabilities:
• Work within the framework set by the assigned teacher and Head of Inclusion/SENCO, outlining the
LSA’s role in lessons including how they will provide feedback to the named student(s) and colleagues
on learning and behaviour.
• Supervise and facilitate individual support for the named student, with particular reference to
Individual Education Plan (IEP) / pupil passport targets, ensuring their safety and access to learning
activities, including, where appropriate, specialist lessons.
• Provide informal feedback to the named student in relation to progress and achievement under the
guidance of the teacher.
• Record and share with the teacher, colleagues and supporting professionals, issues of concern and
positive feedback about the student’s welfare and achievements.
• Communicate effectively with the named student’s parent(s) via emails and reports based on
IEP/pupil passport targets and outcomes, weekly/monthly or as confirmed by the Head of Inclusion
/ SENCO.
• Maintain a file of IEP/pupil passports, records, minutes and other relevant documents.
• Contribute to the well-being of the children in terms of physical, emotional and social needs.
• Attend any staff meetings and Professional Development days as requested and required by School.
• Accompany student to ECAs outside of school hours, if required and as agreed by the School and
parent/s.
• Carry out any other tasks of a similar nature as directed, including being flexible to support in other
areas of the school as and when required; on occasions this may involve supporting other students,
for instance if the named student is working in a collaborative setting.
Person Specification:
Education: Minimum High School education in English and Maths, preferred but not essential
Experience: Experience or aptitude for working with students with special educational needs, previous
teaching or teaching assistant experience preferred
Competencies:
• Good levels of written and spoken English
• Enthusiasm, commitment and aptitude for working with students
• Good team player, able to work well as part of a team
• Confidentiality and empathy
