Learning Support Assistant (LSA)

Job Purpose:

• To assist in the promotion and development of inclusive learning and teaching throughout the school.
• Be available to individual students or groups of students through the guidance of the Inclusion Support Team to assist classroom teachers in providing effective instruction to students with diverse learning needs including those who experience SEND. This allocation will be dynamic and routinely reviewed according to student and teacher need.
• To be involved, throughout the day, with the whole school and class environment where it serves the student’s needs, to enable the teacher (who is the lead practitioner) to implement the curriculum and respond to a student’s needs.
• The classroom teacher is responsible for the modification, implementation and outcomes of the student’s educational programme. The role of the LSA is to facilitate this process.

Support for the Student

1. To work alongside a student to help them to fully access the teaching and learning with particular reference to IEP targets, ensuring safety and access to learning activities, including, where appropriate, specialist lessons. For example, clarifying and explaining instructions; ensuring the student is able to use necessary equipment; assisting in specific areas of difficulty such as speech and language or writing tasks; helping a student concentrate on and complete set work through supports which develop independence; developing appropriate resources to support student.
2. To work with a small group of children (to enable the student to work with the teacher at times) under the supervision of the class teacher/Inclusion Support team.
3. Communicate effectively and sensitively with the student to support their learning, promoting self-confidence and independence.

Support for the Teacher

1. Help create and maintain an effective learning environment. Work within a framework set by the assigned teacher/Inclusion Support Team, including how to feedback and assist in setting out learning materials appropriate to planned activity for the student. Engage in class wide monitoring of student learning (e.g., independent or small group work) identified and planned by teachers and the Inclusion Support Team. Ensure timetables are shared and appropriate resources are made to go into the classroom.
2. Attend planning meetings with the teacher/Inclusion Support Team to collaboratively plan support and assist in the delivery of intervention programmes for individuals and small groups. Ensure that communication with the class teacher and feedback is provided.
3. Monitor the student’s participation and progress, providing feedback to the teacher on engagement, any issues of concern & achievement of desired learning objectives, and giving constructive support to the student as they learn. Annotate work regarding description of support given.

Support for the curriculum

1. Undertake structured and agreed learning activities, adjusting activities according to student’s responses. Help student’s access the learning activities through specialist support where necessary.
2. Understand and refer to learning objectives with reference to the student within the appropriate curriculum framework.
3. Attend relevant meetings required, including with teachers, SENDCo/Inclusion Support Staff, at least termly Individual Education Plan meetings and weekly continuing professional development.

Support for the school

1. Ensure the identity of the student and all issues with regard to their needs are confidential.
2. Be aware of & comply with policies and procedures relating to child protection, health, safety and security, staff code of conduct, confidentiality, data protection and other school policies, reporting all concerns to the appropriate person.
3. Be aware of and support differences and ensure all students have equitable access to opportunities to learn and develop.

• Educated to at least Secondary School certificate (and has the qualification attested)
• Ability to effectively communicate with students, parents and colleagues and maintain confidentiality.
• Time management and organisation skills.
• Literacy and Numeracy skills.
• Flexible
• Resourceful
• ICT capability- to use it effectively to support learning.
• Knowledge of strategies which promote good behaviour and discipline and ability to motivate students.
• Support ethos of the learning environment.
• Caring, calm approach. Ability to relate well to children, establishing empathy and good rapport.
• Ability to acquire further knowledge in order to contribute effectively and with confidence to classes in which involved.
• Solution based problem solving and a flexible approach.
• Ability to use initiative in a range of situations.