Learning Support Assistant

Job Description

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.

●        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.

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.

●        Have GCSE, ‘O’ Level or equivalent qualifications in maths and English.

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

●        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.

●        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. 

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

●        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  

●        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.

The above statement of responsibilities is agreed to be an accurate job description.

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At ISP, we put learners and learning first.

1.       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.

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

3.       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. 

4.       Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement. 

Claremont School is an independent day and boarding school. The Nursery and the Prep 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, approximately 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 Btecs 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 92 schools that employ over 8,000 staff and deliver multiple curricula to over 56,000 students located across the globe.

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

and Health & Safety 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.

Are financially responsible. We make financial choices carefully based on the needs of the children, students and our schools.

Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement.

ISP Commitment to Safeguarding Principles

ISP 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, including an online due diligence search, references and satisfactory Criminal Background Checks or equivalent covering the previous 10 years’ employment history.

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.