To support pupils with special educational needs by helping them access the curriculum, develop independence, and achieve their full potential academically, socially, and emotionally.

Class Teacher / SENCO / Head of Department

• Provide one-to-one and small group support for pupils with identified SEN (e.g. autism, ADHD, speech and language needs, learning difficulties).

• Support pupils in understanding instructions, completing tasks, and staying engaged in learning activities.

• Assist pupils with personal care or mobility needs where required, in line with school policies.

• Encourage positive behaviour, emotional regulation, and social interaction.

• Promote independence, confidence, and self-esteem in pupils.

• Work closely with the class teacher to adapt learning materials and activities to meet individual needs.

• Reinforce learning objectives set by the teacher and SENCO.

• Use specialist strategies, resources, or interventions as directed.

• Support the delivery of Individual Education Plans (IEPs), Education, Health and Care Plans (EHCPs), or support plans.

• Observe and record pupil progress and behaviour.

• Provide feedback to teachers and SENCO on pupil development and any concerns.

• Contribute to review meetings and assessments where appropriate.

• Maintain a safe, inclusive, and supportive learning environment.

• Follow safeguarding, health and safety, and confidentiality policies at all times.

• Work collaboratively with teachers, SEN staff, therapists, and external professionals.

• Support pupils during transitions, breaks, and school activities where required.

• Experience working with children or young people, particularly those with SEN.

• A patient, caring, and empathetic approach.

• Good communication and teamwork skills.

• Ability to follow instructions and use initiative when appropriate.

• Commitment to safeguarding and promoting pupil wellbeing.

• Relevant qualifications (e.g. Level 2 or 3 Teaching Assistant qualification).

• Knowledge of specific SEN such as autism, dyslexia, or speech and language needs.

• Experience working in a school or educational setting.

• Term-time only (with possible training days).

• Hours as agreed by the school.

• Role may involve physical activity, including supporting mobility or personal care.