Learning Support Assistants- Permanent

DegreeSix are currently recruiting for Learning Support Assistants for a school which caters for students with SEBD/SEMH.
The school is situated in Leicestershire and aims to provide a blend of therapeutic care and education.
These roles are permanent and would suit individuals with direct or transferrable experience AND/OR relevant or transferrable qualifications.

Responsibilities;

1. Set high expectations which inspire, motivate and challenge pupils:

• establish a safe and stimulating environment for pupils, rooted in mutual respect
• demonstrate consistently the positive attitudes, values and behaviour which are expected of more work pupils.

2. Promote good progress and outcomes for pupils:

• be aware of pupils’ capabilities and their prior knowledge
• guiding pupils to reflect on the progress they have made and their emerging needs
• demonstrate knowledge and understanding of how pupils learn and how this impacts teaching
• encouraging pupils to take a responsible and conscientious attitude to their own work and study.

3. Demonstrate good subject and curriculum knowledge:

• demonstrate an understanding of promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

4. Plan and teach well structured lessons with support from teachers:

• promote a love of learning and children’s intellectual curiosity
• contribute to the provision of an engaging curriculum.

5. To support the strengths and needs of all pupils:

• Understand the need for differentiating appropriately, using approaches which enable pupils to learn effectively
• have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
• demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt strategies to fully support students
• have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language and those with disabilities

6. Make accurate and productive use of assessment with support from teachers:

• To understand the importance of assessment to inform future practice
• use relevant data to monitor progress and set targets with the support from PBSLs and site leads

7. Manage behaviour effectively to ensure a good and safe learning environment:

• have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy
• have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly manage classes effectively using approaches which are appropriate to pupils’ needs in order to involve and motivate them
• maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

8. Fulfil wider professional responsibilities:

• make a positive contribution to the wider life and ethos of the school develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support
• communicate effectively with parents with regard to pupils’ achievements and well-being.

It is the role of the educarer to promote, build and maintain regular contact with their allocated ‘key child’ on a regular consistent basis. This includes regular contact with family, professionals and other services.