SEND Teaching Assistant in Birmingham

To work under the instruction and guidance of teaching and senior staff to provide specialist support for pupils with complex communication needs, the majority of whom have a diagnosis of Autism Spectrum Disorder (ASD). The postholder will support pupils to access learning, develop communication, social interaction and independence skills.

Duties and Responsibilities:

• Teaching and Learning Support
• To be an active and effective member of the SEND team.
• Support learning for pupils with complex communication needs under the direction of the class teacher, SENCO and senior leaders.
• Develop a thorough understanding of the individual needs, strengths and communication profiles of pupils, including EHCP and SSPP outcomes and individual targets.
• Support pupils in developing functional communication, social understanding, emotional regulation and independence skills.
• Implement communication approaches and strategies, including visual supports, structured teaching approaches and personalised communication systems.
• Support pupils to access learning within the nest and mainstream classroom.
• Help pupils develop personal, emotional and social skills, implementing behaviour support strategies and pastoral support as agreed by the SEND team.
• Develop positive, trusting and supportive relationships with pupils, adapting approaches to meet individual needs.
• Maintain a structured, predictable and supportive learning environment that promotes engagement, communication and independence.
• Support the preparation and organisation of resources to enable pupils to access learning effectively.
• Understand how communication differences, sensory needs and emotional regulation difficulties can impact learning, behaviour and wellbeing.
• Provide feedback to teachers and SEND staff regarding pupil progress, engagement and wellbeing.
• Support personal care needs where required, including toileting, dressing, feeding and administering medication in line with school policies and training.
• Support for Teachers
• Have a sound knowledge and understanding of the EYFS, KS1 and/or KS2 curriculum as well as when children are unable to access the National Curriculum.
• Have experience of supporting pupils with Autism Spectrum Disorder and complex communication needs.
• Use evidence-informed strategies to support communication, interaction, engagement and learning.
• Assist in planning, adapting and delivering learning activities to meet individual needs.
• Monitor and record pupil progress accurately and contribute to assessment processes.
• Carry out observations to inform planning and provision.
• Work collaboratively with parents, carers and external professionals to support pupil outcomes.
• Deliver targeted interventions and support small groups and individual pupils as directed.
• Support for Children
• Develop positive and supportive relationships that promote trust, communication and engagement.
• Recognise and respond appropriately to the differing communication, sensory and learning needs of pupils.
• Promote self-esteem, independence and resilience.
• Ensure pupils are safe, supported and able to access learning opportunities.
• Encourage participation, social interaction and successful inclusion within the wider school community.
• Support for the Curriculum
• Deliver structured learning activities and teaching programmes under the direction of the teacher, adapting approaches in response to pupils’ communication, sensory and learning needs.
• Support the implementation of individual EHCP outcomes, communication targets and personalised learning plans.
• Facilitate the use of communication systems and strategies, including visual supports, AAC, social stories, communication boards and other individualised approaches.
• Deliver targeted interventions to develop communication, language, social interaction, emotional regulation, literacy and numeracy skills.
• Monitor, record and report on pupil engagement, progress and achievement, contributing to assessment and review processes.
• Support pupils to generalise skills across different learning environments, including classrooms, outdoor learning and wider school activities.
• Promote pupil independence by using structured teaching approaches and reducing adult support where appropriate.
• Where appropriate, support pupils in accessing mainstream curriculum activities through appropriate scaffolding, adaptation and reasonable adjustments.
• Prepare, organise and maintain specialist resources and learning materials to meet individual pupil needs.
• Support the effective use of ICT, assistive technology and communication devices to enhance learning, communication and independence.
• Contribute to creating communication-friendly learning environments that promote engagement, participation and successful outcomes for all pupils.
• Assist in displaying and celebrating pupil achievements, ensuring learning environments are inclusive, accessible and supportive of communication needs.
• Support for the School
• Undertake relevant training and professional development relating to SEND, communication and autism.
• Work collaboratively with colleagues and external professionals.
• Attend meetings, reviews and training sessions as required.
• Support pupils during breaktimes, lunchtimes, educational visits and enrichment activities.
• Maintain confidentiality and adhere to safeguarding, health and safety, data protection and school policies at all times.
• Act as a positive role model and contribute to an inclusive school culture where all pupils can thrive.