Role Description
The focus of this post is the adaptation of learning materials, into electronically accessible documents, hard copy braille, and tactile diagrams. Training will be provided, but core skills in IT competency are a necessity for this position. It is also anticipated that this opportunity would involve occasional classroom support, to cover the absence of other team members.
You will work with teachers, a Qualified Teacher of the Visually Impaired (QTVI), other professionals including Specialist Teaching & Learning Assistants, and parents, to support the learning, educational progress, and inclusion, both social and academic, of a pupil with a severe visual impairment. Enabling the student to access the curriculum, participate in learning, experience a sense of achievement, and develop independence in learning and other aspects of school life. This is part of a team of Specialist Teaching & Learning Assistants who provide the pupil with full classroom and break support and to provide for the preparation of resources. A key condition of the post is that the post holder will undertake training in Braille to become fluent in fully contracted Braille as soon as possible, and at least within one year of taking up the post.
This role is being offered on a fixed term basis, until Summer 2026.
Main Responsibilities:
Supporting the Teacher in the Planning, Delivery and Evaluation of Lessons
● Work in partnership with the Specialist Teaching & Learning Assistants and QTVI, to adapt lesson materials, to enable learning.
Support the delivery of learning by:
● Adapt text book sections and revision guides so that they are accessible to the student.
● Becoming proficient in contracted UEB Braille, as well as the correct tactile methodologies and evidence-based ways of working with an SVI (Severely Visually Impaired) child.
● Ensuring that the pupil is able to access the curriculum and that any barriers to their successful learning are addressed.
● Preparing individually adapted tactile materials in order for the pupil to access the curriculum and meet the learning outcomes of all lessons. Adapt all learning materials into UEB Braille and/or tactile/audio formats.
● Become proficient in the use of specialist braille translation software to prepare both electronic and hard copy braille documents.
Liaising with Parents
● To support effective liaison between school and parents.
Continuing Professional Development
● Participate in ongoing training and other learning activities to develop the competencies to effectively support a blind pupil and to ensure knowledge and skills are kept up to date.
Potential Additional Responsibilities:
Supporting the Teacher in the Planning, Delivery and Evaluation of Lessons
● Provide direct support that the severely visually impaired pupil will need to be fully included and make progress in all areas of school life.
Support the teacher to make the learning accessible by:
● Producing text in real time in Braille for classroom activities.
● Transcribing the pupil’s Braille work into print throughout the day for marking and to enable immediate teacher input and feedback, and help the pupil to use specialist technology equipment.
● Organising for appropriate equipment for particular curriculum areas to be available, such as Dictaphone/audio, talking thermometer, talking scales.
● Sourcing, explaining, and using ‘concrete’ objects and materials in class to enhance the pupil’s conceptual understanding.
● Providing information on how well the young person is engaging in the lesson, any difficulties they appear to be experiencing, work they find relatively easy and work they find more difficult.
Implementing Individual Learning Programmes
● Support the development and implementation of individual learning programmes focused on delivering priority learning targets for the VI (visually impaired) pupil.
● Working with the SENCo, subject staff, QTVI, and parents and other specialists where appropriate, to plan and agree the programme which contains clear, challenging but achievable objectives for the pupil.
● Reinforce mobility and independence skills under the guidance of a pupil’s mobility specialist.
● Delivering the agreed programmes under the guidance of the teacher, SENCo and the QTVI.
● Providing feedback to relevant colleagues about the pupil’s progress towards targets and the effectiveness of the programme in securing this and the pupil’s engagement.
Using Technology to Support Pupils Learning
Support the use of technology and optical aids to promote the pupil’s learning by:
● Supporting the pupil and staff in the use of technology, and checking that any equipment used by the pupil is functioning properly.
● Developing skills in the use of specialist equipment used by a VI pupil, including software applications.
● Taking steps to ensure any problems with equipment are dealt with as quickly as possible.
Supporting VI Pupils’ Developing Independence
● Implement strategies to support the pupil’s independence.
● Providing support to enable the pupil to have the opportunities to participate in all school activities, to make choices and take decisions for himself.
Supporting VI Pupils’ Emotional and Social Development
● Working closely with the relevant professionals (speech and language therapist, clinical psychology), QTVI and parents to ensure that the pupils’ emotional well-being is supported in school.
● Supporting the pupil to manage his fatigue, and enable him to take regular breaks during the day from the classroom environment.
● Provide verbal commentary as necessary throughout the day to ensure that the pupil is able to understand and access the changing social and physical, social and emotional development.
● Provide verbal cues to help the pupil to manage transitions throughout the day.
Learning Environment
● Working with colleagues to ensure the classroom provides a consistent learning environment for a VI pupil, paying particular attention to monitoring lighting, layout and auditory factors.
Terms and conditions
All appointments for Stephen Perse are subject to satisfactory reference and disclosure and barring service (DBS) checks, suitability to work with children checks, online checks, proof of identity and eligibility to work in the UK, completion of a medical questionnaire and proof of qualifications.
Hours of work
This role is term time only plus 5 INSET days, which equals 35.2 weeks.
This position will offer 50.5 hours per week and we can split this into two roles, and we are happy to discuss this at interview. The roles can be part-time or full-time.
For example, one role could be 20.5 hours per week and the other role would be 30 hours per week.
Salary
£25,664 (FTE), this will be pro-rated based on hours worked and the remaining weeks in the academic year.