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The Fernwood School

High Achievement with Care & Discipline for All"

Learning

Support

Team Roles & Responsibilities

Job Descriptions – Learning Support Leaders (L2)

Learning Support Assistants (L1)

The Fernwood School – Learning Support Team

LSL and LSA Job Descriptions

“High Achievement with Care & Discipline for all” of 13

Contents The Learning Support Team (LST) .............................................. Error! Bookmark not defined.

Job Descriptions ......................................................................................................................... 3

Learning Support Assistant and Learning Support Leader - Job Description Part A ................... 4

Generic Role of the Learning Support Assistant / Leader ........................................................ 4

Principle Duties & Responsibilities .......................................................................................... 4

Learning Support Assistant - Job Description Part B .................................................................. 5

Learning Support Leader: Catch-up Literacy - Job Description Part B ........................................ 6

Learning Support Leader: Catch-up Numeracy - Job Description Part B .................................... 7

Learning Support Leader: Targeted Support Programmes - Job Description Part B ................... 9

LSA / LSL Professional Standards ............................................................................................ 11




Inclusion Team: Roles and

Responsibilities.

As an employee of The Fernwood School you will be expected to share our commitment to safeguarding and promoting the welfare of children and young people.

Learning Support Assistants and Leaders are appointed to work with children as part of a team under the direction of the Head Teacher. The Headteacher and Governors are responsible for the overall policy and educational programme and for matters of control and discipline within the school. Their aim is primarily to:

foster the participation of students in the social and academic processes of the school,

seek to enable students to become more independent learners,

help to raise standards of achievement for all students.

The Learning Support Team form an important department within the overall Inclusion Faculty. The team comprises Learning Support Assistants and Learning Support Leaders, all of whom are line managed by the SENDCO.

Job Descriptions Job Descriptions for Learning Support Assistants and Learning Support Leaders are written in two parts:

Part A. Generic Role and Principle Duties / Responsibilities Part B. Specific Duties and responsibilities of the post holder, commensurate with the post and

salary. The duties specified are not intended to be a complete list and the expectation is that employees in these roles will be flexible in their approach to the role. In carrying out your role and responsibilities you will be expected to act professionally at all times. Your performance and professional development will be reviewed through the school’s performance management procedures. Accompanying your job description are a set of Professional Standards and Code of Conduct which you will be expected to adhere to, these can be found on page 11.




Learning Support Assistant and Learning Support Leader - Job

Description Part A As an employee of The Fernwood School you shall carry out the professional duties of a Learning Support Assistant or Learning Support Leader as required.

Generic Role of the Learning Support Assistant / Leader The role of the Learning Support Assistant / Leader (LSA/L) is to:

Foster the participation of students in the social and academic processes of the school.

Seek to enable students to become more independent learners.

Contribute to raising standards of achievement for all students. In carrying-out their role the LSA/L will:

Promote and enable student learning.

Ensure that the needs of the student are paramount when planning work and offering support to teaching staff.

Help with the care and support of students; contribute to their health and well-being and assisting with their physical needs.

Establish and maintain relationships with individual students and groups.

Support students during learning activities, eg by encouraging and promoting independent learning.

Support students’ individual learning needs and development, eg cognitive and learning skills; helping students who need extra support to complete tasks, individually and in groups.

Monitor the progress and contribute to target setting for identified students.

Help the development of students’ social skills, confidence, engagement and motivation.

Make a positive contribution to the wider life of the school.

Liaise with parents / carers as appropriate

Help with school trips, visits and events as appropriate.

Principle Duties & Responsibilities

Learning Support Assistant (L1) Learning Support Leader (L2) (all L1 + the following)

Support for the student

Provide in-class support

Deliver small group scripted intervention

Be a student advocate

Perform a key worker role

Support students in the use of ICT

Contribute to the curriculum enrichment programme and support out-of-hours clubs as appropriate

Deliver small group intervention e.g. literacy

Perform a Key Worker role

Provide specialist support such as literacy, numeracy, English as an Additional Language or Special Educational Needs

Lead specialist support and intervention programmes

Support for the teacher

Prepare the classroom for teachers

Observe pupil performance and report on observations to the teacher

Supervise and assist small groups of students in activities set by the teacher

Supervise practical activities and display work

Carry-out routine administrative tasks

Maintain and complete student records

Lead small groups of students in activities set by the teacher

Supervise and administer tests and assessment

Supervise a class should its assigned teacher be temporarily unavailable

Make appropriate adaptations to lesson plans

Support for the curriculum

Reinforce school behaviour, teaching & learning policies

Support literacy and numeracy learning across the curriculum

Provide support across all areas of the curriculum as designated

Have knowledge of appropriate mainstream schemes-of-learning and contribute to their differentiation

Develop and provide differentiated learning resources

Support for the school

Work as a cooperative and collaborative member of the Inclusion Team under the direction and guidance of the line-manager

Play an active part as a member of the whole school professional team, translating school policies into practice and furthering the ethos of the school

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Learning Support Assistant - Job Description Part B Post Title: Learning Support Assistant

Responsible to: SEND Co-ordinator

Hours: 37 hpw (term time only)

Salary: F3 (1-4) £18,219-£20,306 (pro-rata)

The post holder will perform flexibly to the generic role and responsibilities outlined in Part A and carry out

the specific duties and responsibilities in Part B below acknowledging that this is not a complete list of

duties.

The Learning Support Assistant role is an essential part of our commitment to the continued development

of students’ learning and development across the curriculum. We are dedicated to improving and

enhancing the skills of all our learners and this role will enable us to continue to develop innovative

approaches to differentiation and support strategies.

The post holder is required to be an appropriately skilled and qualified professional with strong

communication and literacy skills to support in lessons, plan collaboratively with teachers and deliver

scripted interventions. He/she will make a significant contribution to progress across the curriculum for

students with identified SEND.

He/she will:

Foster positive relationships with students across the age and ability range.

Contribute to the delivery of programmes of learning support.

Help to identify and reduce barriers to learning.

Support students’ learning activities, both inside and outside the classroom, to help them access learning and improve their independence.

Take responsibility for supporting identified students and act as their key worker.

Keep accurate and current records on all support/interventions and their impact.

Share knowledge of identified students’ personal needs with teachers across the curriculum.

Liaise with all colleagues delivering intervention.

Be conversant with current developments in SEND and have an interest in supporting learning.

Be mindful of equality issues and sensitive to cultural differences at all times.

Work collaboratively with teachers to plan for the specific learning needs of SEND students.

Person Specification

The postholder will have:

A recognised Teaching Assistant Qualification at Level 1 or above.

5+ GCSE grade Cs or equivalent.

The ability to use ICT skills to advance learning.

The ability to promote high standards of literacy, articulacy and the correct use of standard English

Experience of raising standards of achievement for students at KS3 or KS4 with SEND.

Knowledge and experience of a range of Special Educational Needs and/or Disabilities.

A professional and organised approach to their work.

The ability to successfully support and intervene with students who have SEND (including those with reading, writing and spelling ages well below their chronological age and/or Education Health Care Plans).

The ability to play an active role in the Learning Support Team and wider provision.

High expectations of self, colleagues and children in all aspects of school life.




Learning Support Leader: Catch-up Literacy - Job Description Part B

Post Title: Learning Support Leader: Catch-up Literacy



Salary: F4 (1-4) £20,831-£22,845 (pro-rata)


the specific duties and responsibilities in Part B below, acknowledging that this is not a complete list of

duties.

The Literacy Learning Support Leader role is an essential part of our commitment to the continued

development of students’ literacy skills across the curriculum. We are dedicated to improving the literacy

skills of all our learners and this role will enable us to continue to develop innovative approaches to

literacy teaching and intervention strategies.

The post holder will be a highly skilled and qualified professional with strong communication and literacy

skills to lead and deliver one to one and small group literacy interventions. He/She will make a significant

contribution to the development of literacy across the curriculum for students with identified literacy needs.

He/she will:


Support with the development of programmes of learning to support literacy at KS3 and KS4 (and in transition from KS2).

Analyse pupil data to establish the interventions required and plan accordingly.

Deliver programmes to promote literacy skills encompassing appropriate planning, teaching and learning.

Regularly evaluate and review the impact of literacy programmes; reporting findings to the SENDCO and SLT.

Keep accurate and current records on all literacy interventions that can be used to monitor impact and plan future work.

Share expertise with teachers across the curriculum to ensure that students with literacy needs are fully supported in every lesson.

Liaise with and coordinate the work of any colleagues delivering literacy interventions.

Be conversant with current developments in SEND and literacy practice and have a deep interest in developing learning.





5+ GCSE grade Cs or higher (or equivalent) including English and Maths.




Knowledge and experience of a range of Special Educational Needs and or Disabilities.


The ability to contribute to the development of personalised learning and intervention programmes.

The ability to successfully intervene with students who have literacy difficulties (students with reading, writing and spelling ages well below their chronological age).




The ability to play an active role, in both the Learning Support and English teams, and contribute to the work involved in future developments.


Learning Support Leader: Catch-up Numeracy - Job Description Part B

Post Title: Learning Support Leader: Catch-up Numeracy



Salary: F4 (1-4) £20,831 - £22,845 (pro-rata)



duties.

The Numeracy Learning Support Leader role is an essential part of our commitment to the continued

development of students’ numeracy skills across the curriculum. We are dedicated to improving the

numeracy skills of all our learners and this role will enable us to continue to develop innovative

approaches to numeracy teaching and intervention strategies.

The post holder is required to be a highly skilled and qualified professional with strong communication

and numeracy skills to lead and deliver one to one and small group numeracy interventions. He/She will

make a significant contribution to the development of numeracy across the curriculum for students with

identified numeracy needs.

He/she will:


Support with the development of programmes of learning to support numeracy at KS3 and KS4 (and in transition from KS2).


Deliver programmes to promote numeracy skills encompassing appropriate planning, teaching and learning.

Regularly evaluate and review the impact of numeracy programmes; reporting findings to the SENDCO and SLT.

Keep accurate and current records on all numeracy interventions that can be used to monitor impact and plan future work.

Share expertise with teachers across the curriculum to ensure that students with numeracy needs are fully supported in every lesson.

Liaise with and coordinate the work of any colleagues delivering numeracy interventions.

Be conversant with current developments in SEND and numeracy practice and have a deep interest in developing learning.









Knowledge and experience of a range of Special Educational Needs and /or Disabilities.




Knowledge and experience of teaching and supporting nurture groups (desirable)



The ability to successfully intervene with students who have numeracy difficulties (students with reading, writing and spelling ages well below their chronological age).

The ability to play an active role, in both the Learning Support and mathematics teams, and contribute to the work involved in future developments.





Learning Support Leader: Targeted Support Programmes - Job

Description Part B Post Title: Learning Support Leader: Targeted Support Programmes



Salary: F4 (1-4) £20,831 - £22,845 (pro-rata)



duties.

The Learning Support Leader: Targeted Support Programmes role is an essential part of our commitment

to the continued development of students’ achievement and progress across the curriculum. We are

dedicated to improving the learning skills of all our learners and this role will enable us to continue to

develop innovative approaches to teaching and intervention strategies.

The post holder is required to be a highly skilled and qualified professional with strong communication,

organisational, literacy and numeracy skills to lead and deliver one to one and small group targeted

interventions. He/She will make a significant contribution to the development of targeted support

programmes across the curriculum for students with identified learning needs. Opportunities for

development will be significant.

He/she will:


Support students with Education Health Care Plans.

Support with the development of programmes of learning to support targeted support at KS3 and KS4 (and in transition from KS2).


Deliver programmes to promote social skills, Fresh Start, Life Skills, etc encompassing appropriate planning, teaching and learning.

Regularly evaluate and review the impact of targeted support programmes; reporting findings to the SENDCO and SLT.

Keep accurate and current records on all targeted support interventions that can be used to monitor impact and plan future work.

Share expertise with teachers across the curriculum to ensure that students with targeted support needs are fully supported in every lesson.

Through their hard work and enthusiasm contribute to the further development of the Learning Support Team.

Liaise with and coordinate the work of any colleagues delivering targeted support interventions.

Be conversant with current developments in SEND and targeted support practice and have a deep interest in developing learning.









Knowledge and experience of a range of Special Educational Needs and / or Disabilities.




Proven experience of successful support for students with SPLD, MLD, SLCN, ASD, SEMH, VI, HI & PD.

Practical experience of supporting students with physical disabilities including visual and hearing impairment. Provide physical support to implement exercise programmes.



The ability to successfully intervene with students who have targeted support difficulties (students with Education Health Care Plans).

The ability to play an active role, in the Inclusion Faculty and Learning Support department, and contribute to the work involved in future developments.





LSA / LSL Professional Standards

Learning Support Assistant

Professional Standards

A LSA must demonstrate, through their practice, that

they:

Learning Support Leader

Professional Standards

A LSL must demonstrate, that they meet the

standards for LSAs plus, through their practice, that

they:

AC

HIE

VEM

ENT

OF

STU

DEN

TS

1. Have high expectations of children and young

people with a commitment to helping them fulfil

their potential students

Promote a safe and stimulating environment for students, rooted in mutual respect

demonstrate consistently the positive attitudes, values and behaviour which are expected of students.

1. Set high expectations which inspire, motivate

and challenge

establish fair, respectful, trusting, supportive and constructive relationships with children and young people

set goals that stretch and challenge students of all backgrounds, abilities and dispositions

demonstrate the positive values, attitudes and behaviour they expect from children and young people

2. Promote good progress and outcomes by students

have a key supporting role in students’ attainment, progress and outcomes

use support strategies that build on students' capabilities and prior knowledge

guide students to reflect on the progress they have made and their emerging needs

encourage students to take a responsible and conscientious attitude to their own work and study.

2. Promote good progress and outcomes by students

use their ICT skills to advance learning

advance learning when working with individuals

advance learning when working with small groups

advance learning when working with whole classes without the presence of the assigned teacher

demonstrate knowledge and understanding of how students learn and how this impacts on support strategies

SUP

PO

RTI

NG

LEA

RN

ING

& IN

TER

VEN

TIO

N

3. Demonstrate good subject and curriculum

knowledge

have a working knowledge of all subject(s) and curriculum areas, foster and maintain students’ interest in the subject, and address misunderstandings

demonstrate an understanding of and promote high standards of literacy, articulacy and the correct use of standard English

Demonstrate an awareness of systematic synthetic phonics

3. Professional Knowledge and Understanding

understand the key factors that affect children and young people’s learning and progress

have sufficient understanding of their area(s) of expertise to support the development, learning and progress of children and young people

have achieved a nationally recognised qualification at level 2 or above in English/literacy and mathematics/numeracy

know how to use ICT to support their professional activities

know how statutory and non-statutory frameworks for the school curriculum relate to the age and ability ranges of the learners they support

understand the objectives, content and intended outcomes for the learning activities in which they are involved

know how to support learners in accessing the curriculum in accordance with the special educational needs (SEN) code of practice and disabilities legislation

know how other frameworks, that support the development and well-being of children and young people, impact upon their practice.




4. Support the planning and teaching of lessons

impart knowledge and develop understanding through effective use of lesson time

promote a love of learning and children’s intellectual curiosity

contribute to the planning of learning activities

reflect systematically on the effectiveness of lessons and approaches to teaching

4. Planning and Expectations

use their area(s) of expertise to contribute to the planning and preparation of learning activities

use their area(s) of expertise to plan their role in learning activities

devise clearly structured activities that interest and motivate learners and advance their learning

select and prepare the resources required for the

planned learning activities

develop and adapt resources to meet the needs of

learners

ensure the learning environment meets relevant

health, safety, security and access requirements

5. Adapt intervention and support to respond to the

strengths and needs of targeted students

know how to contribute to effective personalised provision by taking practical account of diversity

support the inclusion of targeted children and young people in designated learning activities to meet their personal needs

recognise and respond appropriately to situations that challenge equality of opportunity

5. Adapt intervention and support to respond to the

strengths and needs of targeted students

know how to contribute to effective personalised provision by taking practical account of diversity

plan how they will support the inclusion of the children and young people in the learning activities

contribute to the selection and preparation of resources suitable for children and young people’s interests and abilities.


6.Monitoring and Feedback

monitor learners' responses to activities and modify approaches accordingly

monitor learners' progress in order to provide focused support and feedback

contribute to maintaining and analysing records of learners’ progress

6. Monitoring, feedback and use of assessment

Contribute to assessment for learning

make use of formative and summative assessment to secure students’ progress

use relevant data to monitor progress and plan subsequent support

support the evaluation of learners' progress using a range of assessment techniques

give students regular feedback, both orally and through marking, and encourage students to respond to the feedback

BEH

AV

IOU

R &

SA

FETY

7. Behaviour and Safety

know the policies and procedures for promoting students’ behaviour

support positive behaviour

use approaches which are appropriate to students’ needs in order to involve and motivate them

maintain good relationships with students, exercise appropriate authority, and act decisively when necessary.

7. Behaviour and Safety

use effective strategies to promote positive behaviour


organise and manage learning activities in ways which keep learners safe

WID

ER E

FFEC

TIV

ENES

S

8. Fulfil wider professional responsibilities

make a positive contribution to the wider life and ethos of the school

develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support

communicate effectively with parents with regard to students’ achievements and well-being.

understand and support the work of the team

support others to respond to the needs of students with SEND

8. Fulfil wider professional responsibilities

advance learning when working with whole classes without the presence of the assigned teacher

direct the work, where relevant, of other adults in supporting learning

take responsibility for improving support through appropriate professional development, responding to advice and feedback from colleagues.




Teaching and learning activities must take place under

the direction and supervision of an assigned

teacher and in accordance with arrangements

made by the headteacher of the school.

Teaching and learning activities must take place under

the direction and supervision of an assigned

teacher and in accordance with arrangements

made by the headteacher of the school.

Part Two Part Two

PER

SON

AL

AN

D P

RO

FESS

ION

AL

CO

ND

UC

T

A Learning Support Assistant is expected to

demonstrate consistently high standards of

personal and professional conduct. The following

statements define the behaviour and attitudes

which set the required standard for conduct

throughout a Learning Support Assistant’s career.

A Learning Support Leader is expected to demonstrate

consistently high standards of personal and

professional conduct. The following statements

define the behaviour and attitudes which set the

required standard for conduct throughout a

Learning Support Leader’s career.

LSAs maintain high standards of ethics and behaviour,

within and outside school, by:

treating students with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a LSA’s professional position

having regard for the need to safeguard students’ well-being, in accordance with statuary provisions

showing tolerance of and respect for the rights of others

not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs

ensuring that personal beliefs are not expressed in ways which exploit students’ vulnerability or might lead them to break the law

Develop and maintain relationships with students

Know how to interact with and respond to staff

Learning Support Leaders should:

communicate effectively and sensitively with children, young people, colleagues, parents and carers

recognise and respect the contribution that parents and carers can make to the development and well-being of children and young people

demonstrate commitment to collaborative and cooperative working with colleagues

improve their own knowledge and practice including responding to advice and feedback.

Learning Support Assistants must have proper and

professional regard for the ethos, policies and

practices of the school in which they teach, and

maintain high standards in their own attendance,

punctuality and dress.

Learning Support Leaders must have proper and

professional regard for the ethos, policies and

practices of the school in which they teach, and

maintain high standards in their own attendance,

punctuality and dress.

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