Job Description

Description

LEARNING SUPPORT ASSISTANT (LSA)


JOB DESCRIPTION



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Overview



To assist in the learning and personal development of identified students to enable them to make best use of the educational opportunities available to them and promote independent learning.





Location: You will be based at our Prep School, St Leonards Hours: 20-25 hours per week (term time only + INSET days)




Line Manager: Director of Learning Support




ISP Principles



Begin with our children and students. Our children and students are at the heart of what we do. Simply, their success is our success. Wellbeing and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding issues and acting and following up on all concerns appropriately.


Treat everyone with care and respect. We look after one another, embrace similarities and differences and promote the well-being of self and others.


Operate effectively. We focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community. Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement.


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Key Responsibilities



The job description is subject to change. The post holder is expected to undertake such other duties within their capabilities and that may be required by the Director of Learning Support and Principal.





Responsibilities include:


The LSA ensures that the students can effectively access the resources, are fully engaged to make a positive contribution to their own learning journey and develop their independent skills. Creating learners that are independent and able to apply acquired skills to learning challenges. Effectively communicating with teaching staff on the needs of the students and the curriculum and contributing in the creation of a collaborative plan to support the learning outcomes of identified students. For the key student, be the central point of contact for parents and outside agencies. Working with teaching staff to adapt differentiated learning materials to meet the needs of identified students.




Skills, Qualifications and Experience

Have GCSE, 'O' Level or equivalent qualifications in Maths and English.


Person Specification


Training:

Be competent in using a computer (Microsoft Office, Google platform etc.)


Personal qualities:

Have experience of working with children in a school setting Have knowledge and understanding of the different social, cultural and physical needs of SEND pupils. Have an interest in how pupils learn and behave. Provide appropriate role models of behaviour both in the classroom and around school Be productive and show initiative. Work effectively with other adults in the school and wider community. Have patience with pupils who find conforming to rules and expectations difficult.


You must be able to:


Undertake tasks under the direction of the Class Teacher, SENDCo, Deputy Principal or Principal. Plan and prioritise tasks and work under the pressure of a busy inclusive school. Communicate effectively and appropriately to the SEND pupil(s) Motivate SEND pupil(s) to learn and to be sociable Assist with the organisation of the learning environment. Maintain records of the SEND pupil(s) Have patience, be flexible and innovative with a clear understanding of how SEND pupil(s), who find learning new concepts and remembering taught concepts difficult, might behave. Respect and maintain confidentiality but have regard to the safeguarding protocols of information sharing where necessary. Be able to carry out tasks and responsibilities as directed by the Principal, Deputy Principal, SENDCo or class teacher. Attend training courses considered appropriate for the post.




Supporting the pupil:


You will be looking after a limited number of key students in terms of their overall personal and academic learning outcomes. In order to promote independence and lifelong skills within the classroom, you will also support a group of students identified by the SENDCo and teacher.





Being able to support SEND pupil(s) l in the classroom and online as some SEND pupil(s) maybe isolating at home To provide learning support for SEND pupil(s) in 1:1 situation or small group scenario To aid the SEND pupil(s) to learn as effectively as possible both in group situations and on their own by, for example:

o Clarifying and explaining instructions


o Ensuring the SEND pupil(s) can use equipment and materials provided

To give positive encouragement, feedback, and praise to reinforce and sustain the SEND pupil(s) efforts and develop self-reliance and self-esteem To develop knowledge of the needs of the pupil and seek advice from the SENDCo, parents, class teacher and outside agencies as required. To aid access to the full range of learning experiences both inside and outside the classroom and provide modified materials as required e.g., worksheets, games, visual prompt cards etc. To support the SEND pupil(s) in developing social skills both in and out of the classroom To support the SEND pupil(s) with the recommended exercises from his Occupational Therapist, with the view to use the gym on a weekly basis To support the use of ICT in learning activities To provide regular feedback on the pupil's progress and learning to the SENDCo, tutor and parents, including feedback on the effectiveness of the classroom strategies adopted To support, organise and maintain an inclusive learning environment across the whole school environment To provide individual support, as required, during examination sessions To carry out the above duties in accordance with the school policies




Supporting the class teachers and SENDCo:

To work as part of the team to ensure that the wellbeing and personal development of the SEND pupil(s) enhances their learning opportunities and life skills To determine with the class teacher and SENDCo, the intervention strategies to be used to best support the individual student Monitor the student's response to the learning activities and, where appropriate, modify or adapt the activities as agreed with the teacher to achieve the intended learning outcomes To provide regular feedback to the class teacher, SENDCo and relevant outside agencies about the SEND pupil(s) difficulties and progress To contribute to the SEND pupil(s) annual review by writing a brief report and attending the meeting. To accompany teacher and student on educational visits when appropriate




Supporting the School:

To foster positive links between home and school for selected SEND pupil(s) To participate in relevant professional development as deemed appropriate for the needs of the child. To attend in service training and meetings relevant to the post to keep up to date with developments in working with children with special educational needs To know, understand and apply school policies on: Child Protection, Health and Safety, Behaviour, Teaching and Learning, Equal Opportunities, the statutory guidelines relating to disability discrimination and special educational needs, etc To maintain confidentiality and sensitivity to the SEND pupil(s) needs but have regard to the safeguarding procedures of the school To carry out duties as directed by the SENDCo, Deputy Principal or Principal


This job description sets out the duties of the post at the time it was drawn up. The post holder may be required from time to time to undertake other duties within the school as may be reasonably expected, without changing the general character of the duties or the level of responsibility entailed. This is a common occurrence and would not justify a reconsideration of the grading of the post.





Safeguarding:


This role is suitable ideally for an individual who is seeking to develop a career in education. The successful applicant is likely to be a graduate, although a teaching qualification is not a necessity. They are likely to be positive and encouraging in their outlook and have some understanding of specific learning difficulties including dyslexia. They will be empathetic and patient and be able to communicate easily with adults and young people alike.





ISP Teacher Role Profile - Key competencies


Atmosphere. You enable students to learn in a safe, open, caring, collaborative and inclusive atmosphere. Your students feel confident to have open and honest conversations about their learning and how they can get better. You create a positive atmosphere by building relationships, behaviors, and inclusive learning experiences that support a good struggle for all your learners. You engage in professional and respectful dialogue with colleagues and the wider school and ISP communities about learning and teaching, with a shared commitment to getting better. Shared Ideas. You know and model your school's values and contribute to its mission and vision through your daily actions. Through all aspects of learning and teaching, you create a strong sense of shared behaviors and purpose for learners and their learning. A Focus on Learners and Learning. You put learners and their learning first. Your understanding of the difference between learning and the factors that affect learning enables you to plan and support a good struggle for all your students to get better. You are committed to your personal and professional learning and development, engaging in a series of learning visits and inquiries with colleagues and leaders to support your ongoing self-evaluation. You are an active and valued member of dynamic learning communities, Learning and Teaching. You put learners and their learning first in your design and facilitation of learning outcomes, content and experiences, which are underpinned by positive and supportive relationships. You understand the types and phases of learning and apply your knowledge, skills and understanding of these to effectively facilitate learning, teaching, and assessing to meet the personalised needs of each student. You empower students to lead their own learning, supporting them to monitor, assess and adjust their learning in response to feedback. You continuously inquire into the process of learning, making evidence-informed decisions and taking action to further improve learning and teaching. Evidence of Learning. You gather, document and analyse evidence of learning from various sources and use this to identify targets and action steps for improving learning. You support students in knowing the different ways their learning can be evidenced and how to use feedback and learning advice to get better. Evidence enables you to make secure judgments about your students' learning in line with their personal learning goals, age and stage appropriate expectations, and local, national and international benchmarking. You document and share evidence of learning to answer the questions: "What are my students learning?" and "How do I know?".


Leadership for Learning. You see yourself as a leader for learning and demonstrate the same vision, values and commitment as school leaders to support students to continuously learn and get better. You take responsibility for where students are now with their learning and the targets and action steps needed to improve. You support students to become leaders of their own learning by helping them develop their voice, choice and ownership of their learning process.


Learning Spaces. You create and use spaces to support and demonstrate the school's shared ideas about learners and learning and the ways in which students are getting better. You ensure learning spaces (physical and digital) are safe, collaborative, accessible and inclusive, and enable students to play an active role in their development. In Partnership with Parents and Carers. You work in partnership with parents and carers, communicating with them regularly about their child's learning, inviting their feedback and using this feedback to improve learning. You help parents and carers understand the school's shared ideas about learners and learning in ways that help them to engage confidently when talking about what their child is getting better at, what their next steps are, and how they will be supported at home. You ensure that the individual needs of parents and carers are understood and that they feel informed and involved as valued members of the school's learning community. Improvement Planning. You are committed to learning and getting better and ensure this improvement happens strategically and effectively. You are active and accountable for your contribution in setting your own professional goals, targets and action steps that focus on improving learning and gathering evidence to demonstrate these. You contribute to department and school learning improvement planning where possible and view the school's learning improvement plan as the central focus for getting better together.


Safeguarding & Safer Recruitment



Claremont School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. All post holders are subject to appropriate vetting procedures and satisfactory Criminal Background Checks or equivalent covering the previous 10 years employment history.



About Claremont



Claremont School is an independent day and boarding school. The Nursery and the Junior School are based in St Leonards on Sea, and the Senior School is located in Bodiam, East Sussex. The school is nonselective and welcomes children and young people from a large catchment area spanning 25 miles. In addition, one third of the students in the Senior School are international boarders.



Children join Claremont aged 2, and the school offers a British curriculum throughout with GCSEs and iGCSEs at KS4, and A Level and BTechs at KS5. In addition, the school delivers outstanding programmes in Performing Arts (winning an award for outstanding School for Performing Arts in 2021) and in football where students can join the Football academy and look to become professional players.



Results and Value-Added at Claremont are outstanding, with Senior School results beating national averages year on year, as well as more local independent selective schools. We believe that successful schools are the ones that put learning at the heart of everything they do, always aiming to create rounded individuals that can forge successful careers and lives, in a rapidly changing world. Claremont aims to be the School of Choice for the local area and supports its young people to excel in all that they do in a safe and inspiring environment.



Claremont School is also part of the International Schools Partnership (ISP) group, comprising committed colleagues in financially responsible schools around the world, where learning is at the heart of everything we do for our students, colleagues, and parents. We are committed to getting better, all the time.



ISP was founded by an experienced team of committed educationalists and operators who have worked together over many years. ISP's growing group of private schools are located in the UK, the USA, Canada, Spain, Italy, Switzerland, Costa Rica, the United Arab Emirates, Qatar, Malaysia, Mexico, Chile, Colombia, Ecuador and Peru, educating children and students from 2-18 years of age. ISP has expanded to 83 schools that employ over 10,000 sta? and deliver multiple curricula to over 56,000 students located across the globe.



ISP Commitment to Diversity, Equity, Inclusion and Belonging





ISP is committed to strengthening our inclusive culture by identifying, hiring, developing and retaining high-performing teammates regardless of gender, ethnicity, sexual orientation and gender expression, age, disability status, neurodivergence, socio-economic background or other demographic characteristics. Candidates who share our vision and principles and are interested in contributing to the success of ISP through this role are strongly encouraged to apply.







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