Midday/Lunchtime Assistants x2

Skills and qualities

- Patience and understanding – remaining calm, supportive and reassuring when pupils become anxious, overwhelmed or frustrated.

- Understanding of autism – recognising that autistic pupils may have different communication styles, sensory needs, routines and ways of interacting with others.

- Communication skills – using clear, simple language, visual prompts, gestures or other communication methods suited to each pupil.

- Positive behaviour support – encouraging appropriate behaviour through praise, consistency and a positive, respectful approach.

- Safeguarding awareness – understanding the importance of keeping children safe, following school policies and reporting concerns promptly.

- Observation skills – recognising signs of distress, sensory overload, anxiety or changes in behaviour and responding appropriately.

- Teamwork – working closely with teachers, teaching assistants, lunchtime supervisors and other school staff.

- Promoting independence – encouraging pupils to manage eating, drinking, tidying up and other lunchtime routines at their own pace.

- Supporting social interaction – helping pupils develop friendships, take turns, share resources and participate in playground activities.

- Flexibility and adaptability – responding calmly to unexpected changes and adapting support to individual needs.

- Empathy and respect – treating every child with dignity, recognising their strengths and celebrating their achievements.

- Intimate care - willingness to support children with toiileting and personal hygiene

Suggested relevant experience

- Experience that would be valuable for this role includes:

- Supporting autistic children or children with special educational needs and disabilities (SEND).

- Working in a primary school, special school, nursery, after-school club or other childcare setting.

- Helping children during mealtimes, playtime and other unstructured parts of the school day.

- Supporting children who experience sensory sensitivities, anxiety or difficulties with communication and social interaction.

- Using visual timetables, picture cards, now-and-next boards or other communication aids.

- Helping children follow routines and manage transitions between activities.

- Supporting positive behaviour and helping children regulate their emotions.

- Working collaboratively with parents, teachers and other professionals to support children's needs.

- Following safeguarding, health and safety, food hygiene and confidentiality procedures.