Learning Support Practitioner in Wednesbury

Elm Tree Primary Academy is a new special school in Sandwell for autistic pupils from Reception to Year 6 who have additional learning needs. Phase 1 opened in September 2022 with a Reception class and Y1 class, and Phase 2 opened as a brand new build in September 2023 in Friar Park Road Wednesbury. This is a very exciting opportunity for Victoria Academies Trust who are looking to appoint an enthusiastic and highly motivated Learning Support Practitioner. The position will allow the successful candidate to be part of a small team and grow with the school as it reaches its full capacity by September 2025.

We are looking for candidates who:

• Are creative thinkers, passionate, committed and have the determination to secure the best possible outcomes for every child
• Have experience of working with autistic pupils
• Are energetic, positive and have the ability to work effectively as part of our team
• Are willing to go the extra mile to make great things happen for our children

We can offer the successful candidates:

• A commitment to continuing professional development
• A supportive and hardworking staff team
• Happy to discuss flexible working
• Pluxee benefits package

Main Duties

• To provide classroom support to pupils under the guidance of the teacher.
• To work under the guidance of teachers/senior staff to implement agreed work programmes with individuals/groups in or out of the classroom.
• This will include programmes of work requiring detailed and specialist SEND knowledge and will involve assisting the teacher in the management/preparation of resources.
• To support teachers with planning and delivery of teaching and learning to small groups and individual pupils.

Support to Pupils

• To assist pupils in the use of resources including IT.
• To maintain pupils' interests and motivation.
• To assist pupils with dress/changing for activities/personal hygiene.
• To support individual and group work assigned by the teacher in raising core skills.
• The care and welfare of pupils to include toileting and self-care skills as required.
• Assist with the development and implementation of individual pupil learning plans, pastoral support plans and safety support plans as required.
• Set high expectations in accordance with the pupil’s level of need to promote independence and employ strategies to recognise and reward achievement, self-reliance and promote self-esteem.
• Provide feedback to pupils in relation to progress and achievement under the guidance of the class teacher.
• Support pupils consistently, while recognising and responding to their individual needs ensuring their safety, access to learning and independence.
• Encourage pupils to interact and work cooperatively with others and engage pupils in activities.
• Demonstrate a commitment to promoting the wellbeing of pupils.
• Assist with the development and implementation of individual communication strategies/plans.

Support to Teachers

• Work with the teacher to establish an appropriate learning environment.
• To communicate with colleagues and assist in the assessment of pupil attainment/progress.
• Monitor and evaluate pupils’ responses to learning activities through observation.
• Provide regular feedback and written comments if required to the teacher on pupil achievement, progress and other matters, ensuring the availability of appropriate evidence through an agreed system.
• Undertake the marking/recording of pupils work in line with whole school policy when working with a child or small group.
• Assist with the development of learning activities and use strategies in liaison with the teacher to support pupils to achieve learning goals.
• Promote positive values and attitudes and pupils’ behaviour, dealing promptly with incidents in line with policy and encourage pupils to take responsibility for their own behaviour.
• Support the use of technology in learning activities and develop pupils’ confidence and independence in its use.
• Establish positive relationships and communication with parents and outside agencies.
• To liaise with teachers and other staff to obtain, exchange and record information on pupils in accordance with school policy.
• To liaise with the teacher and/or other professionals in planning and evaluating work plans as appropriate.

Support to School

• To be aware of and comply with school policies and procedures relating to child protection, health, safety and security, confidentiality and data protection, reporting all concerns to an appropriate person.
• Be aware of and support difference, ensuring all pupils have equal access to opportunities to learn and develop.
• To contribute to the overall ethos/work/aims of the school.
• Attend and participate in meetings as required.
• Participate in training, learning activities and performance development as required.
• To maintain school routine.
• To supervise pupils at lunch time and break time as required.
• Accompany teaching staff and pupils on trips and out of school activities.
• To maintain a safe environment.
• Undertake mentoring and appraisal duties as required.

Other duties

• To undertake such other duties, training and/or hours of work as may be reasonably required and which are consistent with the general level of responsibility of the job.
• To act professionally and with integrity at all times.

The school is committed to safeguarding and promoting the welfare of children and expects all staff and volunteers to share this commitment. The duties described in this job description must be carried out in a manner that promotes equality of opportunity, dignity and due respect for all pupils, parents, colleagues and the wider community and is consistent with the trust’s equal opportunities policy.

Know Your Rights and Requirements

Rehabilitation of Offenders Act: This post is exempt from the provisions of the Rehabilitation of Offenders Act 1974. Appointment to this post is subject to an enhanced DBS disclosure which confirms the appointee is not on the Children’s Barred list being obtained. If you are shortlisted you will be asked to disclose any convictions, cautions, reprimands or final warnings that are not "protected" as defined by the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975 (as amended in 2013).

Personnel Specification

• NVQ Level 3 in Childcare
• Experience of working with reception, key stage 1 and 2 pupils
• A minimum of 2yrs school based experience
• At least grade C/4 GCSE maths and English
• Evidence of CPD commitment to future professional development
• Knowledge and Experience of Primary Curriculum
• Knowledge and understanding of Equal Opportunities
• Knowledge of Health and Safety issues

Training

• Willing to attend relevant training

Knowledge and skills

• Understands the needs of autistic pupils and pupils with communication difficulties.
• Understand the needs of pupils with learning needs.
• Be computer literate.
• Work with individual or small groups of pupils with additional needs
• To be able to support teaching staff in the assessment of academic achievement and pupil need.
• Take a role in raising pupils’ aspirations and independence.
• Support staff to create a positive learning environment.
• Experience of delivering programs in collaboration with teachers and other specialists.

Personal qualities

• Able communicator
• Good organisational skills
• Commitment, enthusiasm, a sense of humour and determination to succeed.
• A capacity for hard work and an aptitude to work as part of the wider staff team.
• Demonstrate an ability to work with pupils and families in a sensitive and positive way.

Commitment to the following

• Pupils with additional needs
• Raising standards for pupils
• Setting a good example in terms of dress, punctuality and attendance.
• An enthusiasm and determination to support the vision and values of the school community.

Legal Requirements

• Enhanced DBS Clearance