Part time 1:1 SEN SUPPORT TA VACANCY (TA2, 2.5 days a week)

St. Luke’s is a warm and welcoming primary school, close to the beach and pinewoods in Formby.  Our vision and values are at the core of everything we do, underpinning teaching and learning to provide an environment that prepares our pupils to be happy and confident, taking an active role in their community and the wider world.

Our overarching Christian Value is Love; it is at the heart of all we do and has enabled us to build a strong team, working flexibly and dynamically to meet the needs of all our pupils. 

We have a vacancy for a part-time temporary position to support a pupil in Key Stage 2.   The role is dependent on continued funding for the pupil at our setting and will initially be until the end of the 2022 - 2023 academic year.

 

The successful candidate will have:

• GCSE grade C (or equivalent) in Maths and English
• effective behaviour management skills
• current or previous employment as a KS1 TA
• relevant TA2 qualifications
• a willingness to undertake training offered to support the child’s specific needs
• a willingness to play an active role in the classroom team
• some understanding and/or experience of strategies to support neurodiverse children

 

Information specific to this pupils' needs:

The pupil has an ASD (Autism Spectrum Disorder) -type profile; a  flexible, multi-sensory approach is required to meet their specific learning needs, enabling them to develop and embed strategies to manage their own needs and so access teaching and learning in the KS2 setting in a meaningful way.  The successful candidate will work closely with the extensive, multi-skilled classroom team and SENCO to provide high-quality provision tailored to the pupil’s needs.

 

Requirements of the role:

To address the pupil’s developmental and learning difficulties the successful candidate will - working closely with the classroom team and SENCo - enable the pupil to access an environment that meets the learning needs of, and supports the inclusion of, children with ASD-type profiles.  Particular attention will be given to:

• the sensory environment.
• how the pupil uses the physical structure of the classroom (access to an individual workstation or shared work group spaces) and the wider school environment.
• personalised visual timetables, with procedures for dealing with change and transition throughout the day.
• assistance for the pupil to integrate at an appropriate and meaningful level with peers, both in classroom activities and at playtimes.
• personalisation of tasks to support the pupil’s understanding of their work's relevance and value.
• delivery of activities and interventions specific to the pupil’s ASD-type needs.

 

To address the pupils’ personal, social and emotional development, the successful candidates will:

• use social stories or similar to help the child develop their understanding of their own role within social situations and conventions.
• help the pupil develop relationships with adults and peers through close support and guidance, building the pupil’s confidence.
• oversee and support the pupil to access structured play, both within the classroom environment and in outdoor spaces, modelling and encouraging play practice.
• support the pupil in developing greater awareness of their own emotions and in beginning to develop strategies to self-regulate.

 

To address the pupils’ specific communication and interaction difficulties, the successful candidates will:

• enable and encourage the pupil to consistently listen to and follow simple instructions, developing sustained attention.
• support the pupil in developing their social communication skills, to enable their full and meaningful access to activities and opportunities for learning.

 

Successful candidates will also:

 Support the school:

• maintain close links between home and school.
• liaise, advise and consult with other members of the team supporting the pupil when asked to do so.
• be aware of confidential issues linked to home/pupils/teachers/school and to keep confidences appropriately.
• assist with the promotion/celebration of pupils' work through display at the direction of the class teacher.
• be aware of and adhere to school policies and procedures.

 

Attend relevant training, including INSET days as requested.  This will include training and support from Sefton’s Autism team.

 

Perform any other tasks, as directed by the Headteacher, which fall within the purview of the post.

 

A fixed term contract until the end of the summer term 2023 is available in the first instance.

 

Please apply by submitting a Sefton Application Pack to be sent to Mrs Cowey by 5pm on Friday 14th April 2023. 

 

Shortlisted candidates will then be invited for selection by competitive interview on Thursday 20^th April 2023