Learning Support Assistant Child Specific

Forest Oak School; Birmingham; On-site; GBP 18,000 - 24,000; Full time

Job summary

Forest Oak School in Birmingham seeks two Band B Pupil Specific Teaching Assistants to support two pupils, one in KS5 and one in KS2. You will work under the Senior Leadership Team and collaborate with teaching colleagues to ensure high-quality learning, teaching and assessment to raise achievement for all learners.

You must hold an NVQ Level 2 Teaching Assistant qualification or other childcare qualification, with experience supporting learners, preferably with additional needs.

Qualifications

• NVQ Level 2 Teaching Assistant qualification or equivalent childcare qualification.
• Experience working with learners, preferably with additional needs.
• Ability to engage with learners and build rapport with parents.

Responsibilities

• Support two pupils (KS5 and KS2) under supervision of SLT and teachers.
• Contribute to delivery of quality learning, teaching and assessment.
• Engage in pastoral work and be a first point of contact for parents.
• Interact with learners and colleagues to maintain high standards of practice.
• Utilise ICT to support learning and adapt tasks to individual needs.

Skills

SEN experience

Speech and language needs

Differentiation and scaffolding

Pastoral support

IT literacy

Education

NVQ Level 2 Teaching Assistant qualification

Job description

Contract: Fixed Term to 31 August 2028

Forest Oak School MissionStatement: Working Together, ReleasingPotential

ForestOak school caters for pupils aged 4 to 18 years with moderate learningdifficulties. Ofsted say we are anoutstanding school (latest Ofsted 2024).

Forest Oakis seeking two highlymotivated and enthusiastic people to join our team as a Band B Pupil Specific TeachingAssistants to support two pupils; 1 in Key Stage 5, 1 in Key Stage 2. Working under the instruction of the SeniorLeadership Team, you will collaborate with teaching colleagues to support thedelivery of quality learning, teaching and assessment to help raise standardsof achievement for all learners.

Tobe considered for this post you must hold an NVQ Level 2 Teaching Assistantqualification or other relevant childcare qualification, and haveexperience in working with learners preferably those with additional needs. You must be an individual who has the skillsand passion to positively impact on our learners. You must also possess the commitment,enthusiasm and energy to inspire them every day. You must show your ability to interact wellwith learners and teachers alike in a culture built on the values of mutualtrust and respect.

OurTeaching Assistant roles are different from other settings. We require our Teaching Assistants to have notonly the academic ability to support our pupils but also, the passion, enthusiasmand determination to engage our pupils in their learning. We expect true partnerships with parents andthe confidence to facilitate these independently; you need to be able to workat pace in a fast-paced environment producing consistently high quality work.Your pastoral work will be excellent and you will be confident being one of thefirst points of contact for parents in need of support. Optimism andconsistency will be your core performance virtues. You will be both IT literateand IT confident. You will be assured in challenging colleagues to undertaketheir best endeavours for all learners, recognising excellence and challengingwhen standards of excellence are yet to be met.At interview we will explore your ability to develop rapport withlearners.

Itwould be advantageous if candidates could demonstrate the following:

• Experience of supporting learners with speech,language and communication needs.
• Experience of working with learners with cognitionand learning needs thereby able to collaborate with teachers to differentiate /scaffold learning tasks and activities for learners working significantly belowage related expectations.
• Must be prepared to train for, or be experienced indelivering, intimate care plans.
• An understanding of learners’ sensory differences
• Experience of helping learners to understand andregulate their emotional responses and develop a greater sense ofself-awareness, independence and resilience
• Working knowledge of a range of interventions and approachesto enhance literacy and numeracy development
• Partnership with parents