Classroom Assistant (Special Educational Needs)

REPORTS TO: The Principal, through the class teacher

JOB PURPOSE: Under the direction of the class teacher/outreach teacher/Education Authority, assist with the educational support and the care of the pupil(s) with special educational needs who is/are in the teacher’s care in or outside the classroom.

RESPONSIBILITIES

• Special Classroom Support – Assist the teacher with the support and care of pupil(s) with special educational needs, e.g. enable access to the curriculum, attend to personal needs including dietary, feeding, toileting, etc. Develop an understanding of the specific needs of the pupil(s) to be supported. Assist with authorised programmes (e.g. Education Plan, Care Plan), participate in the evaluation of the support and encourage pupil(s) participation in such programmes. Contribute to the inclusion of the pupil in mainstream schools under the directions of the class teacher. Assist with operational difficulties and non-invasive medical/clinical difficulties pertaining to pupil(s) disabilities. Support in implementing behavioural management programmes as directed. Assist pupil(s) in moving around school and on and off transport.
• General Classroom Support – Assist pupil(s) learn as effectively as possible both in group situations and on their own by assisting with the management of the learning environment through: using and clarifying instruction, ensuring the pupils can use equipment and materials provided, assisting in motivating and encouraging the pupil(s) as required, reinforcing or developing areas as needed, promoting independence, helping pupils stay on task, and meeting physical/medical needs while encouraging independence. Be aware of school policies, procedures and confidential issues linked to home/pupil/teacher/school work and to keep confidences appropriately. Establish a supportive relationship with the pupils concerned. Prepare and produce appropriate resources to support pupil(s) and take care of material for play sessions. Supervise groups of pupils or individual pupils on specified activities including talking and listening, using ICT, extracurricular activities, and other duties as directed by the class teacher/officer. Under the direction of the teacher, and following an appropriate risk assessment, assist with off-site activities. Provide continuity of adult care, e.g. supervising play and cloakrooms including hand washing and toileting. Provide supervision/support including the administration of prescribed medicines and drugs for children who are ill and deal with minor cuts and grazes. Ensure as far as possible a safe environment for pupils. Report to the class teacher any signs or symptoms displayed which may suggest that a pupil requires expert or immediate attention.
• Administration – Assist with classroom administration; assist the class teacher and/or other professionals with the implementation of the system for recording the pupil(s) progress; contribute to the maintenance of pupil(s) progress records; provide regular feedback about the pupil(s) to the teacher/officer; duplicate written materials, assist with production of charts and displays, record radio and television programmes, catalogue and process books and resources.
• Other Duties – Attend relevant in-service training; assist work placement students with practical tasks; such other duties as may be assigned by the principal/outreach teacher/Education Authority officer within the level of the post.

This job description will be subject to review in light of changing circumstances and is provided as guidance within which the individual works. It is not intended to be rigid or inflexible. Other duties of a similar nature and appropriate to the grade may be assigned from time to time. In accordance with Section 75 of the Northern Ireland Act (1998), the post-holder is expected to promote good relations, equality of opportunity and pay due regard for equality legislation at all times.

PERSON SPECIFICATION

NOTES TO JOB APPLICANTS

You must clearly demonstrate on your application form under each question how, and to what extent you meet the required criteria as failure to do so may result in you not being shortlisted. Demonstrate this for both essential and desirable criteria where relevant. You must demonstrate how you meet the criteria by the closing date for applications, unless the criteria state otherwise. The stage in the process when the criteria will be measured is outlined in the table below. Shortlisting will be carried out on the basis of the essential criteria set out in Section 1 below, using the information provided by you on your application form. Please note that the Selection Panel reserves the right to shortlist only those applicants that it believes most strongly meet the criteria for the role. In the event of an excessive number of applications, the Selection Panel also reserves the right to apply any desirable criteria as outlined in Section 3 at shortlisting, in which case these will be applied in the order listed. It is important therefore that you also clearly demonstrate on your application form how you meet any desirable criteria.

SECTION 1 - ESSENTIAL CRITERIA

The following are essential criteria which will initially be measured at the shortlisting stage and which may also be further explored during the interview/selection stage. You should therefore make it clear on your application form how, and to what extent you meet these criteria. Failure to do so may result in you not being shortlisted.

• Qualifications And Experience – Hold a minimum of a Level 2 (or equivalent) qualification in a relevant area from a recognised accredited awarding body. Certificate or Diploma level only (award level not acceptable). Have a minimum of 6 weeks experience gained in a formal learning environment or through a placement completed as part of your Level 2 (or equivalent) qualification.
• Core Knowledge – Health and safety requirements, Development needs of children and/or young people, Child protection and safeguarding.
• Skills – Effective planning and organising skills, Ability to follow agreed systems and plans, Ability to work as part of a team, Ability to work flexibly and creatively to help ensure a child-centred learning experience, Effective and positive communication skills.
• Core Behaviours – Ability to build positive and supportive relationships, Empathy, Confidentiality.

SECTION 2 - DESIRABLE CRITERIA

Some or all of the desirable criteria may be applied by the Selection Panel to determine a manageable pool of candidates. Desirable criteria will be applied in the order listed. Demonstrate on your application form how you meet the desirable criteria as failure to do so may result in you not being shortlisted.

• Qualifications And Experience – Completed training relevant to the role, e.g. social, emotional and behavioural difficulties; language and communication; ASD Level 2 passes in English and/or Mathematics, or higher-level qualifications.
• Experience (options) – Additional working experience in a formal learning environment, Specific experience of working with children/young people with special educational needs, Experience of working as a Classroom Assistant in a specialist provision unit attached to mainstream/special school, Ability to use digital technologies to assist learning and the preparation of resources.

Disclosure of Criminal Background – The Safeguarding Vulnerable Groups (Northern Ireland) Order 2007 defines working directly with children or young people as regulated activity. If recommended for appointment to a post involving regulated activity, an Enhanced Disclosure of Criminal Background will be undertaken. You will be expected to meet the cost of the Enhanced Disclosure Certificate. Further information can be accessed at NI Direct or the Department of Justice.

Applicant Guidance Notes

To view the applicant guidance notes, please click here. To learn about the benefits of joining the Education Authority, click here. The Education Authority is an Equal Opportunities Employer.