Teaching Assistant - Behavioural and SEN Assistant (Level 4)

▪ Support behaviour management and our policy of restorative approaches across the school

▪ Deliver targeted interventions for pupils’ social, emotional and learning needs

▪ Provide inclusion support for children with additional needs

▪ Work closely with the SENCO, Pastoral & Family Support Manager and all staff

▪ Promote disruption-free learning and positive relationships throughout the school

▪ Assist colleagues and respond to on-call requests, escalating concerns when necessary

▪ Build strong relationships with parents and carers, providing information, support and guidance.

▪ Support with internal suspensions and manage related processes

▪ Contribute to whole-school inclusion practices and support transition phases

▪ Working with children in both groups and on an individual basis

Qualities

▪ NVQ level 4 or equivalent in relevant subject (for example Higher Level Teaching Assistant standards) or Extensive, broad experience of working with a diverse range of children with special needs or in related field plus completion of in-house personal development courses within a similar role and Previous experience of working at level 3

▪ Specialist skills / training in curriculum or learning (for example, sign language, bilingual, dyslexia)

▪ Appropriate level of IT and keyboard skills

▪ Appropriate level of data protection, security and confidentiality awareness

▪ Experience of working with vulnerable children within a school (or similar) setting

▪ Experience delivering intervention groups

▪ Positive handling training

▪ Relevant qualification in supporting teaching and learning (desirable)

▪ Evidence of recent professional development in behaviour or inclusion (desirable)

▪ Experience working with children in a school or education setting

▪ Experience supporting children with additional needs, social, emotional, or behavioural challenges

▪ Experience working collaboratively within a team

▪ Knowledge of effective behaviour management and restorative practices

▪ Understanding of child development and inclusive education

▪ Ability to deliver targeted interventions for social, emotional and learning needs

▪ Effective communication and interpersonal skills

▪ Ability to maintain accurate records and follow safeguarding procedures

▪ First Aid training / training in specific medical procedures as appropriate

▪ Commitment to upholding and promoting the school’s vision and values

▪ High expectations for all pupils and a belief in bringing out the best in every child

▪ Resilient, flexible and able to work under pressure

▪ Ability to build positive relationships with pupils, staff and parents

▪ Commitment to maintaining confidentiality at all times

▪ Positive, proactive and nurturing approach