Student Support Assistant (Primary station - Foundation into Vocation)

Oaklands College; Smallford; On-site; GBP 18,000 - 24,000; Full time

Job summary

Oaklands College is seeking Student Support Assistants to provide academic and holistic support to young adults aged 16-24 with disabilities.

The role involves working across Springfield, Supportive Learning and Foundation into Vocation, meeting SMART targets from EHCPs, and helping students develop independent living skills.

Excellent communication, proficiency in Microsoft Office, and previous experience are essential; you will support students with varied needs and behaviours.

Qualifications

• Previous experience is essential, with a commitment to working with adults having disabilities and/or learning difficulties.
• Proficient in Microsoft Office and capable of managing multiple priorities.
• Ability to use own initiative and possess strong verbal and written communication skills.

Responsibilities

• Provide 1:1 support to students across Springfield, Supportive Learning and Foundation into Vocation.
• Support students in working towards SMART targets from EHCP outcomes.
• Assist students with complex behavioural or medical needs, including medication administration.
• Help students develop independent living skills in the community.
• Group students by diagnosis or support needs in focused classes where applicable.
• Support students to improve social skills and meaningful peer relationships.

Skills

Verbal communication

Written communication

Initiative

Microsoft Office

Managing multiple priorities

Disabilities and learning difficulties

Education

General education standard

Tools

Microsoft Office

Job description

Ready to provide student support across the 3 areas? (Springfield, Supportive Learning and Foundation into Vocation)

An exciting opportunity has arisen at Oaklands for Student Support Assistants to provide academic and holistic support to young adults (aged 16-24), all of whom have disabilities, learning difficulties and complex support requirements.

NOTE: We are looking for passionate Student Support Assistants who will work across the three areas (Springfield, Supportive Learning and Foundation into Vocation), with one designated as your primary post.

In this position, you will present concepts and information clearly, and appropriately, to meet the needs of individual students’ ability to work effectively, ensure that students are actively working towards SMART targets derived from outcomes stated on their EHCP and support students with complex behaviours in working towards reducing occurrence of these behaviours and developing an ability to “self-regulate” their own emotional state. You will also be responsible in supporting students in developing independent living skills in the community whilst demonstrating an understanding of their specific needs, considering them as a unique individual at all times

The ideal candidate would have the ability to use own initiative, a good standard of general education and strong verbal and written communication skills.

You should be proficient in Microsoft Office and capable of managing multiple priorities effectively. Previous experience is essential, along with a commitment to providing high-quality working with adults having disabilities and or/learning difficulties.

Your Day-to-Day Impact at:

Springfield

• All students have 1:1 support at all times

• Students are working at, or towards, pre-entry milestones.

• Students may present with more complex behavioural or medical needs (in comparison to Supported Learning). Staff may be responsible for administering medication and carrying it on behalf of the student(s).

• Students may present with a high degree of personal care need. Many students are non-ambulant and/or non-verbal and benefit from a sensory/intensive interaction-based programme of learning.

• Students may be grouped according to their diagnosis or support needs (for example, within the Focus classes, where all students have a diagnosis of autism)

• Students are working towards very differentiated, specific targets, based on their own needs, with a view to increased independence (including work and voluntary placements) in the future where this is a realistic outcome.

• Students may present with a higher degree of difficult or challenging behaviours on occasion.

Supportive Learning

• 65% of students have 1:1 support; others have a lower level of support.

• Students are working at or towards entry levels 1, 2, and 3.

• Students are working towards targets based around living and working more independently in the future.

• Students may undertake accredited qualifications in mathematics, literacy, ICT, art, and life skills.

• Students may not be grouped according to their diagnosis or support needs. Instead, students may be grouped according to their working academic level (for example, a class of students whom are all working at entry level two) so that they can support each other with group tasks.

• Some students may present with a high degree of difficult behaviour(s) on occasion.

Foundation into Vocation

• Students are working towards Entry level 3, and GCSE levels.

• Students will be working towards improving their life skills, including becoming more independent.

• Students will be predominately grouped according to their social skills and appropriate peer groups to help them develop meaningful friendships.

• Most students will struggle with mental health, low self esteem and low confidence, so require a soft and nurturing approach.

• Some students may