We are looking to employ a Learning Support Assistant (Key Worker). This role is to support children from Reception with SEND. Their differences include autism, attention deficit, speech and communication, and language interaction. The successful candidate will need to have a good knowledge of age-appropriate play and development to encourage the children to interact with their peers appropriately. You will need to adapt provision to enable the children to access whole class and small group learning activities. Good knowledge of language-based tasks during child-initiated play is also needed. You will need to be patient, be an active listener, and have very good communication skills. You need to have a good understanding of how to support children with these needs within a mainstream setting to be as inclusive as possible. The successful candidate needs to be flexible and be prepared to support children in Year 1 and 2 as required.
This is an exciting opportunity to develop further skills and expertise within this field of education. You will work as part of a very supportive team who have positive relationships with outside agencies. We are committed to the inclusion of all children within our care.
If you are positive and want to ensure that these children have an inclusive experience of being in a mainstream setting, we would love to hear from you. You should have experience of working with children with additional needs outlined above, OR would like to broaden your knowledge and experience of working with SEND children whilst working alongside our outstanding team, then please apply.
This is initially a fixed-term contract until 31st August 2025.
The position is for Monday - Friday 8.20am - 1.15pm or 8.20am - 2pm.
38 weeks per year (term time only).
Further details can be found in our attached application pack. If you would like to find out even more, please give Katie Norman (Inclusion Leader), Sarah Collins, or Tracy Kent (Co-Headteachers) a call on 01233 632339. Visits to the school are strongly encouraged.
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