Classroom Assistant (Special Educational Needs)

Education Authority; Portrush; On-site; GBP 20,000 - 28,000; Full time

Job summary

A regional educational organization in Northern Ireland is seeking a Classroom Assistant – Special Educational Needs. The ideal candidate will provide support for pupils with special needs, ensuring access to the curriculum while meeting personal requirements. Essential criteria include holding a Level 2 qualification and relevant experience in an educational setting. This role promotes a positive learning environment and teamwork with teachers, contributing to the educational and personal development of students.

Benefits

Equal Opportunities Employer

Professional development opportunities

Qualifications

• Minimum of 6 weeks experience in a formal learning environment.
• Understanding of health and safety requirements.
• Knowledge of child protection and safeguarding.

Responsibilities

• Assist with the educational support for pupils with special needs.
• Clarify instructions and help pupils use materials.
• Support in implementing behavioral management programs.

Skills

Effective communication skills

Ability to work as part of a team

Empathy

Confidentiality

Education

Level 2 qualification or equivalent

Level 3 qualification in a relevant area (desirable)

Job description

Job Description

JOB TITLE: Classroom Assistant – Special Educational Needs

REPORTS TO: The Principal, through the class teacher

JOB PURPOSE: Under the direction of the class teacher/outreach teacher/Education Authority, assist with the educational support and care of the pupil(s) with special educational needs who are in the teacher’s care in or outside the classroom.

Main Duties and Responsibilities

Special Classroom Support

• Assist the teacher with the support and care of pupil(s) with special educational needs e.g. enable access to the curriculum, attend to personal needs including dietary, feeding, toileting etc.
• Develop an understanding of the specific needs of the pupil(s) to be supported.
• Assist with authorised programmes (e.g. Education Plan, Care Plan), participate in the evaluation of the support and encourage pupil(s) participation in such programmes.
• Contribute to the inclusion of the pupil in mainstream schools under the directions of the class teacher.
• Assist with operational difficulties and non-invasive medical/clinical difficulties pertaining to pupil(s) disabilities.
• Support in implementing behavioural management programmes as directed.
• Assist pupil(s) in moving around school and on and off transport.

General Classroom Support

• Clarifying and explaining instruction.
• Ensuring the pupils are able to use equipment and materials provided.
• Assisting in motivating and encouraging the pupil(s) as required.
• Assisting in areas requiring reinforcement or development.
• Promoting the independence of pupils to enhance learning.
• Helping pupil(s) stay on work set.
• Meeting physical/medical needs as required whilst encouraging independence.
• Being aware of school policies, procedures and confidential issues linked to home/pupil/teacher/school work and keeping confidences appropriately.
• Establishing a supportive relationship with the pupils concerned.
• Preparing and producing appropriate resources to support pupil(s) and taking care of material for play sessions.
• Supervising groups of pupils, or individual pupils on specified activities including talking and listening, using ICT, extracurricular activities, and other duties as directed by the class teacher/officer.
• Under the direction of the teacher, and following an appropriate risk assessment, assist with off‑site activities.
• Providing continuity of adult care such as supervising play and cloakrooms including hand washing, toileting etc.
• Providing supervision/support including the administration of prescribed medicines and drugs for children who are ill and dealing with minor cuts and grazes.
• Ensuring as far as possible a safe environment for pupils.
• Reporting to the class teacher any signs or symptoms displayed which may suggest that a pupil requires expert or immediate attention.

Administration

• Assist with classroom administration.
• Assist the class teacher and/or other professionals with the implementation of the system for recording the pupil(s) progress.
• Contribute to the maintenance of pupil(s) progress records.
• Provide regular feedback about the pupil(s) to the teacher/officer.
• Duplicate written materials, assist with production of charts and displays, record radio and television programmes, catalogue and process books and resources.

Other Duties

• Attend relevant in‑service training.
• Assist work placement students with practical tasks.
• Such other duties as may be assigned by the principal/outreach teacher/Education Authority officer within the level of the post.

Other duties of a similar nature and appropriate to the grade may be assigned from time to time. The job description will be subject to review in light of changing circumstances and is not intended to be rigid and inflexible but should be regarded as providing guidelines within which the individual works. In accordance with Section 75 of the Northern Ireland Act (1998), the post‑holder is expected to promote good relations, equality of opportunity and pay due regard for equality legislation at all times.

Person Specification

Notes to Job Applicants

• You must clearly demonstrate on your application form under each question, how, and to what extent you meet the required criteria as failure to do so may result in you not being shortlisted. You should clearly demonstrate this for both the essential and desirable criteria, where relevant.
• You must demonstrate how you meet the criteria by the closing date for applications, unless the criteria state otherwise.
• The stage in the process when the criteria will be measured is outlined in the table below.
• Shortlisting will be carried out on the basis of the essential criteria set out in Section 1 below, using the information provided by you on your application form.
• Please note that the Selection Panel reserves the right to shortlist only those applicants that it believes most strongly meet the criteria for the role.
• In the event of an excessive number of applications, the Selection Panel also reserves the right to apply any desirable criteria as outlined in Section 3 at shortlisting, in which case these will be applied in the order listed. It is important therefore that you also clearly demonstrate on your application how you meet any desirable criteria.

Section 1 – Essential Criteria

Essential criteria will initially be measured at the shortlisting stage and may also be further explored during the interview/selection stage. Failure to meet these may result in you not being shortlisted.

• Option 1: Hold a minimum of a Level 2 (or equivalent) qualification in a relevant area from a recognised accredited awarding body, AND have a minimum of 6 weeks experience gained either through working in a formal learning environment or through a placement completed as part of your Level 2 qualification.
• Option 2: Have a minimum of 12 months’ experience of working in a formal learning environment.

Sifting by Application Form

Sifting by Application Form and verified at Interview

Core Knowledge

• Health and safety requirements.
• Development needs of children and/or young people.
• Child protection and safeguarding.
• Trauma‑informed practices to improve learning outcomes.

Interview/Assessment – Skills

• Effective planning and organising skills.
• Ability to follow agreed systems and plans.
• Ability to work as part of a team.
• Ability to work flexibly and creatively to help ensure a child‑centred learning experience.
• Effective and positive communication skills.

Interview/Assessment

Core Behaviours

• Ability to build positive and supportive relationships.
• Empathy.
• Confidentiality.

Interview

Section 2 – Desirable Criteria

Desirable criteria may be applied by the Selection Panel in the order listed. Make clear on your application how you meet the desirable criteria.

• Qualification – Currently hold, or be working towards, a Level 3 qualification in a relevant area from a recognised accredited awarding body (Certificate or Diploma level only).
• Completed training relevant to the role, for example: Trauma‑Informed Practice, Zones of Regulation/Calm Plans, ASD, Dyslexia.
• Hold a minimum of Essential Skills passes in English and Mathematics, or higher‑level qualifications.
• Experience: Minimum of 12 months paid experience working in a KS1 CSID Specialist Provision; Ability to use digital technologies to assist in learning and the preparation of resources; Experience in delivering small group literacy programmes; Ability to plan and create creative learning, sensory play and display boards throughout the school.

Sifting by Application Form

Disclosure of Criminal Background

The Safeguarding Vulnerable Groups (Northern Ireland) Order 1997 defines working directly with children or young people or in specified places as “regulated activity”. If you are recommended for a post that involves regulated activity, the Education Authority will conduct an Enhanced Disclosure of Criminal Background. Applicants will be expected to meet the cost of an Enhanced Disclosure Certificate. To be informed on how to make payment.

Further information can be accessed at NI Direct or the Department of Justice.

Applicant Guidance Notes

To view the applicant guidance notes, please click.

To learn about the many great benefits of joining the Education Authority, click.

The Education Authority is an Equal Opportunities Employer