Woodland (Tool-Based) Support Learning Assistant (Term time 40 weeks per year)

You must complete our official application form. In line with Keeping Children Safe in Education (KCSIE) and our safeguarding procedures, we are unable to accept CVs in place of a completed application form. Applications submitted without a fully completed application form will not be considered for the role.

ABOUT THE OUTDOORS SCHOOL

The Outdoors Group School is an Independent Special School that is based solely outside in a woodland setting for learners with SEMH and ASD needs. We believe in developing the whole learner, not just their academic ability. We use a project-based method, allowing the learner to be completely autonomous, whilst contributing to a well-rounded education based on skills for lifelong learning and personal development. The school caters for KS2 and KS3 learners (ages 7-14) and aims to provide a space for learners to develop skill sets and a growth mindset that they have been unable to in previous settings. We have now extended our provision to include KS4. We work closely with learners’ support networks, both professional and familial and try to create a holistic and engaging place for learners to grow.

We are looking to recruit for a Woodland Learning Support Assistant to join our South Brent site. They will be expected to work closely with the other members of their team, to deliver learner centred learning opportunities, ensuring they differentiate lesson plans and schemes of work to apply to the individual needs of their learners. For all our roles, a DBS and reference checks are required. The Outdoors Group Ltd is committed to the safeguarding of all staff, children, young people and vulnerable adults involved in its activities and in promoting their welfare.

JOB DESCRIPTION

Main Duties and Responsibilities

• As a Woodland Learning Support Assistant, you will be supporting learners with the Woodland, Tool-based, and Forest School curriculum activities including whittling, axe work, carpentry, building, pottery, or other forest and craft skills. These practical, hands‑on activities are central to our curriculum and provide opportunities for learners to develop problem‑solving, creativity, and resilience.
• The role also includes providing 1:1 support for learners as required across all subject areas.
• The Woodland Learning Support Assistants will work with all the groups on their site to support their Woodland, Tool-based and Forest School curriculum activities; in addition to providing 1:1 support for learners as required across all subject areas.
• Develop resources to support learning and development of outdoor learning and tool-based skills.
• Create sessions and projects to extend learners’ learning in line with the school curriculum and ethos, emphasising hands‑on skills such as carpentry, whittling, or building.
• Work with other staff and specialists to engage learners creatively and effectively, particularly through practical skills.
• Have a practical understanding of how to develop scientific, environmental, and craft‑based projects using woodland tools.
• Provide a focus on the support and development of practical tool‑based skills.
• Create and deliver outdoor learning sessions that are linked to key school outcomes, with tool‑based activities central to the curriculum.
• Work with staff to deliver sessions that link with the wider community, incorporating practical tool use as appropriate.
• Ensure that learners experience sessions integrating the safe and effective use of tools such as axes, knives, or craft materials.
• Create and deliver sessions that link with the school’s curriculum outcomes based on The Outdoors School aims.
• Provide support for other staff requiring guidance in tool‑based activities.
• Ensure opportunities to meet EHCP targets.
• Ensure opportunities are provided for learners within their individual learning style.
• Use creative ways to assess and record progress in tool‑based and other practical activities.
• Ability to be flexible to the learning environment/ taking people off on the 1:1.
• Able to implement a reflective or restorative process with individual learners.
• Building rapport and understanding with individual learners.
• Proactive work spotting the signs and trends of an individual’s behaviour.
• Engage in staff supervision and appraisal process.
• Engage in critical reflective practice and participate in CPD opportunities, developing and sharing ideas and best practice for training and delivery.
• Ensure that learners experience a supportive and positive staff team at all times.
• Ensure that you play alongside learners for at least two hours a week to experience a supportive and positive place of learning for all.

The Woodland Learning Support Assistant role is an innovative role where you will work with learners and staff to create and deliver sessions that aim to support learners creatively, with responsibility, and instilling a sense of challenge and growth mindset for learning and life. The sessions are based around outdoor activities, team building and problem-solving challenges that will extend into qualifications as learners progress through the school. Training and development will be key, and the right candidate should be actively engaged in further training to ensure the best offer for learners is available. There is an expectation that all staff will engage in professional development resulting from appraisal.

If you are interested in joining our motivated team to work in a new innovative setting, in the outdoors, we look forward to receiving your application.

SPECIAL DEMANDS

• Resilience to working outside in all weathers.
• Resilience to working in an emotionally challenging environment.
• Resilience to work with dysregulated learners.
• Ensure that learners experience a supportive and positive staff team at all times.

ESSENTIAL SKILLS, KNOWLEDGE AND EXPERIENCE

• Demonstrable experience in supporting students to achieve planned learning aims.
• Proficiency in tool‑based skills such as whittling, axe work, carpentry, building, pottery, or forest skills.
• Creativity and versatility, engaging learners by creating resources and using identified strategies to support their needs.
• Reflective and responsive to the needs of learners, recognizing potential barriers to learning and seeking to overcome these.
• Well‑developed interpersonal and communication skills (written and oral).
• Previous experience working within outdoor education or Forest School settings.
• A learner‑focused approach and ability to differentiate and create bespoke opportunities according to learner needs.
• Successful recent experience of working with Primary or Secondary learners with SEMH difficulties and ASD/PDA.

DESIRABLE SKILLS, KNOWLEDGE AND EXPERIENCE

• Recent experience of working with Primary or Secondary learners with SEMH difficulties and ASD/PDA.
• Previous experience working within outdoor education or Forest School settings.
• Knowledge of behaviour intervention and support practices.
• Knowledge of inter‑agency working.

ESSENTIAL QUALIFICATIONS AND TRAINING

• 5 GCSE’s grade A‑C or equivalent.
• Willingness to undergo training the organisation feels is appropriate.

DESIRABLE QUALIFICATIONS AND TRAINING

• Outdoor, Adventure or Forest School, specifically Paediatric First Aid.
• Level 2 Safeguarding.
• Level 3 Forest School Leader.

ESSENTIAL PERSONAL QUALITIES

• Demonstrate a commitment and passion for the Forest School Ethos.
• Resilience to working outdoors in all weathers.
• Enthusiasm and drive for improvement.
• Ability to work successfully as part of a team.
• Commitment to improving outcomes for children and families.
• Commitment to safeguarding and safe practice.
• Commitment to Equal Opportunities.
• Determination and the highest expectations of work and behaviour.

£24,885 (Permanent, Fulltime, Term Time Only - 40 weeks per year)