Classroom Assistant (Special Educational Needs) for Specialist Provision

Education Authority; Newtownabbey; On-site; GBP 18,000 - 24,000; Full time

Job summary

A local educational organization in Newtownabbey seeks a Classroom Assistant to support pupils with special educational needs. Under the direction of the class teacher, you'll assist with educational care and ensure pupils access the curriculum effectively. This role requires a Level 2 qualification and experience in learning environments. You will promote inclusion and provide tailored support, fostering a positive learning experience for all students.

Qualifications

• Minimum of 6 weeks experience in a formal learning environment.
• Evidence of health and safety knowledge.
• Understanding child protection and safeguarding principles.

Responsibilities

• Assist with the care of pupils with special educational needs.
• Support inclusion of pupils in mainstream schools.
• Help manage, clarify, and motivate pupils during learning.

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

Effective and positive communication skills

Education

Level 2 qualification in a relevant area

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 or Education Authority, assist with the educational support and the 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: The precise duties of the post will be determined by the principal, outreach teacher or Education Authority officer.

SPECIAL CLASSROOM SUPPORT

• Assist the teacher with the support and care of pupil(s) with special educational needs, such as enabling access to the curriculum and attending to personal needs (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 their evaluation, and encourage pupil(s) participation.
• 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 the implementation of behavioural management programmes as directed.
• Assist pupil(s) in moving around school and on and off transport.

GENERAL CLASSROOM SUPPORT

• Assist pupil(s) to learn as effectively as possible in both group situations and individually by managing the learning environment. Tasks include:
• Clarifying and explaining instruction.
• Ensuring pupils can use equipment and materials.
• Encouraging and motivating pupils.
• Providing reinforcement and development where required.
• Promoting independence to enhance learning.
• Helping pupils stay on task.
• Meeting physical/medical needs while encouraging independence.
• Be aware of school policies, procedures and confidential issues related to home, pupil, teacher or school work and keep confidences appropriately.
• Establish a supportive relationship with the pupils concerned.
• Prepare and produce appropriate resources to support pupils and care for materials during play sessions.
• Supervise 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 a risk assessment, assist with off‑site activities.
• Provide continuity of adult care, e.g., supervising play and cloakroom activities including hand washing, toileting, etc.
• Administer prescribed medicines and drugs to children who are ill and deal with minor cuts and grazes.
• Ensure, as far as possible, a safe environment for pupils.
• Report to the class teacher any signs or symptoms that may suggest a pupil requires expert or immediate attention.

ADMINISTRATION

• Assist with classroom administration.
• Help the class teacher and/or other professionals record pupil progress.
• Contribute to the maintenance of pupil progress records.
• Provide regular feedback about the pupil(s) to the teacher/officer.
• Duplicate written materials and 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.
• Perform other duties as may be assigned by the principal/outreach teacher/Education Authority officer within the level of the post.

This 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. Other duties of a similar nature and appropriate to the grade may be assigned from time to time.

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.

To view the summary of terms and conditions for this post, click here.

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 form how you meet any desirable criteria.

SECTION 1 – ESSENTIAL CRITERIA

The following are essential criteria which will initially be measured at the shortlisting stage and may also be further explored during the interview/selection stage. You should therefore make it clear on your application form how, and to what extent you meet these criteria. Failure to do so 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. (Qualification must be at Certificate or Diploma level. Award level is not acceptable.) AND

Have a minimum of 6 weeks experience which has been gained either through working in a formal learning environment or through a placement completed as part of your Level 2 (or equivalent) 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.

Interview/Assessment – Skills

Evidence of the following skills to support child-centred learning and assist with the management of the learning environment:

• 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.

Core Behaviours

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

SECTION 2 – DESIRABLE CRITERIA

Some or all of the desirable criteria may be applied by the Selection Panel in order to determine a manageable pool of candidates. Desirable criteria will be applied in the order listed. You should make it clear on your application form how, and to what extent you meet the desirable criteria, as failure to do so may result in you not being shortlisted.

Qualification

• Have completed training relevant to the role/statement, for example: Social, emotional and behavioural difficulties; Language and communication; ASD; ADHD