Teaching Support Practitioner

(E) - Essential

(D) - Desirable

Education/Qualifications/Training

Level
2 English and mathematics, or an equivalent demonstrable standard, sufficient
to support learning and produce accurate professional records (E)

Relevant
learning-support qualification, or equivalent relevant experience with
commitment to completing agreed role training
(E)

Full
UK Driving Licence
(E)

Level
3 qualification in supporting teaching and learning (D)

Specialist
SEMH or SEND experience (D)

Training in Positive
Behaviour Support, communication support or structured interventions (D)

Familiarity with the
Foundation’s recording systems including Bromcom, CPoms, Evidence for
Learning and OnePlan (D)

Experience

Experience
supporting young people or adults in further education, specialist education,
care, youth work or another relevant setting, with examples of building
professional relationships and helping them make progress (E)

Experience
of Keyworking and EHC reviews (D)

Special Knowledge &
Skills

Understand
how SEMH needs and associated communication, sensory or learning differences
can affect participation. Recognise individual variation and avoid
deficit-based assumptions (E)

Understand
safeguarding responsibilities, reporting routes and professional boundaries
(E)

Understand
the support practitioner’s relationship with the teacher or tutor and SENDCo,
the purpose of EHC plans, reasonable adjustments and the principles of the
SEND Code of Practice
(E)

Understand
the purpose of the Foundation’s Specialist Universal Offer and the
practitioner’s role in supporting its consistent implementation
(E)

Develop
working knowledge of the SEND Code of Practice, relevant Children and
Families Act 2014 provisions and Equality Act 2010 duties. Apply them through
agreed plans and Specialist College procedures; seek advice from the SENDCo
when uncertain
(E)

Develop an informed
understanding of how adversity, trauma and relational experiences may affect
learning, communication, regulation and behaviour. Apply agreed strategies
without making assumptions about an individual student’s experiences or
needs.
(E)

Attributes, Skills and
Abilities

Support
learning through clear communication, questioning, modelling and carefully
reduced scaffolding in line with the Foundations Independence Strategy.
(E)

Apply
agreed communication, sensory, regulation and environmental strategies
following relevant training and professional guidance
(E)

Contribute
effectively to high-quality specialist teaching and learning through
appropriate scaffolding, communication support, environmental adaptation and
the careful promotion of independence
(E)

Use
calm, consistent approaches to distress and behaviour; recognise when to seek
support
(E)

Communicate
respectfully with students, families and colleagues. Record observations
objectively, use basic digital systems and manage confidential information
appropriately
(E)

Personal Qualities

Warmth
with boundaries: listens attentively, respects dignity and maintains
professional relationships; does not seek dependence, favouritism or personal
loyalty from students
(E)

Ambition with patience:
believes students can learn, sustains effort through setbacks and notices
small steps without accepting avoidably low expectations.
(E)

Reliability and initiative:
prepares, follows through, completes records and acts within agreed
authority; seeks clarification and help rather than leaving concerns
unresolved.
(E)

Integrity and reflection:
reports mistakes, accepts challenge, considers the impact of personal
behaviour and demonstrates how feedback has improved practice.
(E)

Team commitment: shares
information, values other disciplines and follows coordinated plans.
Challenges discriminatory or unsafe practice through appropriate routes.
(E)

Model the Foundation
values of Close Collaboration, Compassionate Curiosity, Unwavering Integrity,
Visionary Thinking and Empowering Community through everyday practice.
(E)