Based on withdrawing pupils to work on a one to one basis, one to one support or in small group situation, these pupils have been nominated for additional support and have social, emotional, behavioural or educational learning difficulties.
1. Support for the pupil:
- Support pupils learning activities including additional learning needs and development.
- Help with care and support of pupils.
- Contribute to the health and well being of pupils.
- Establish and maintain relationships with individual pupils and groups.
- Support and lead one to one and group pupil learning activities by promoting independent learning as well as developing their congnitive learning skills. Skills, qualifications or expertise in assisting SEN pupils is essential.
2. Support for the teacher(s):
- Feedback on progress of pupils to assist teachers in maintaining their records.
- Contribute to the management of pupil behaviour.
- Contribute to and plan learning activities in counsulation with the teacher and Senco and linked to pupil EHCPs/IEPs.
- Assist in preparing and maintaining the learning environment.
- Assist in the arrival and departure of pupils to school and lessons and transfer around the school
- Assist in the preparation and layout of materials, equipment and resources in classrooms and teaching spaces
- Assist pupil(s) access to the curriculum by differentiating instructions and resources
- Help pupils to select equipment and materials relevant to their learning tasks and to use these safely and correctly
- Support the maintenance of pupil records by providing information to the teacher and recording, in accordance with school and departmental policy, the work of pupils
- Provide praise and encouragement to pupils to recognise and promote positive pupil behaviour in accordance with school discipline and behaviour policies
- Where necessary, correct behaviour to maintain order and discipline
- Report uncharacteristic behaviour patterns in individual pupils and incidents of inappropriate behaviour to the class teacher
3. Support for the school/department:
- attend meetings, including meetings of the school/department/team, where appropriate
- help teachers, therapists and other professionals with assessments, tests and examinations
- share information and expertise, which could benefit other team members in their work
- provide information to support pupil progress including information for pupil records, reports, Individual Education Plans and annual reviews
- actively encourage the development of positive relationships and promote confidence about the care and education of their children during contact and communications with parents, passing on any information given by parents to the appropriate staff member within the school
- promptly report any difficulties in communicating with parents and carers to the class teacher
4. Support for the curriculum
- support the curriculum plans and learning programs designed by the teacher and obtain and use designated equipment and materials appropriate to the learning objectives and pupils’ development needs
- help pupils with the use of ICT and appropriate curriculum software
- obtain accurate and up-to-date information on pupils’ achievement, development and specific needs as appropriate
- monitor pupils’ responses to learning activities and promptly inform the teacher when a pupil is experiencing difficulties that cannot be resolved
- respond to pupils’ use of home language and local accents and dialects in a manner which values cultural diversity and reinforces positive self images
- provide an appropriate level of assistance to enable pupils to experience a sense of achievement, maintain self-esteem and self-confidence and encourage self-help skills