EssexCounty Council SENCO Manual 2011

Learning Support and

Teaching Assistants

Successful employment

and induction

Guidance for the employment of Learning Support and Teaching Assistants supporting individual pupils with Special Educational Needs

A sample job description for a Learning Support orTeaching Assistant supporting pupils with SEN in a mainstream school (delete to suit)

Job Title:Learning Support orTeaching Assistant

Responsible To:Headteacher / Class teacher / SENCO

Receive Instruction From:Headteacher / Class teacher / SENCO /

Subject teachers / Specialist Advisory Staff

Purpose of Job:To assist in the support, integration and development of independence of a pupil with special needs within a mainstream school.

Job Duties:

Supporting the Pupil in accessing the whole curriculum

To:-

  1. assist the pupil
  2. aid the pupil to learn as effectively as possible both in group situations and on his/her own
  3. establish a positive relationship with the pupil concerned
  4. encourage acceptance and integration of the pupil with special needs
  5. develop methods of promoting/reinforcing the pupil’s self-esteem
  6. facilitate and actively encourage independent communication with peers
  7. actively encourage the pupil’s independence and self-reliance

Supporting the Teacher

Working in conjunction with the class teacher and SENCO, to support the planning, progress, evaluation and development of the whole class by:

  1. working within the overall ethos of the class
  2. having an awareness of the range of needs within a class
  3. working according to daily lesson planning as directed by the class teacher
  4. contributing to the class record-keeping as agreed by the class teacher and SENCO
  5. supporting and implementing the strategies outlined on a pupil’s IEP
  6. providing feedback to the class teacher and SENCO on thesuccesses and difficulties the pupils may be experiencing
  7. observing confidentiality
  8. directing parents’ queries to the teacher
Supporting the School

To:-

  1. liaise and consult with other professionals supporting the pupil
  2. attend relevant in-service training
  3. be aware of school policies

Supporting the pupilinto access the whole curriculum

To:-

  1. clarify the teacher’s verbal or written instructions/explanations
  2. read text for the pupil when appropriate
  3. act as a scribe when appropriate
  4. supply spellings and/or assist the pupil in using a dictionary or spellcheck; to encourage the pupil to consider strategies for remembering spellings; to help the pupil prioritise spellings to be targeted for learning
  5. record homework for a pupil who writes slowly or who cannot write notes that s/he can decipher later, to ensure that the pupil understands homework requirements
  6. record information from the board if necessary
  7. photocopy the teacher’s or another pupil’s notes for a pupil who has difficulty in taking notes
  8. support the pupil to develop organisational skills; organising materials required for lessons, following a timetable, planning homework according to deadlines, etc
  9. act as a mentor

Supporting the teacher

To:-

  1. support the implementation of a structured, multi-sensory literacy programme
  2. provide feedback to the teacher on difficulties the pupil may be experiencing
  3. collect handouts and notes from the lessons which have been missed
  4. photocopy materials in order that the pupil can highlight ‘key words’, etc
  5. collect books of suitable readability from the library
  6. record passages/handouts/sections of textbooks/fiction onto cassette tapes
  7. set up computers/printers
  8. direct parents’ queries to the teacher
PERSON SPECIFICATION

JOB TITLE:Learning Support or Teaching Assistant – SPECIAL NEEDS

The person appointed should be committed to inclusive education and demonstrate the following qualities and skills.

He/she will:

Enjoy working with children

Empathise with pupils experiencing a variety of difficulties

Take an active part and interest in the life of the school

Observe confidentiality

Be able to use his/herown initiative

Be adaptable

Remain calm under pressure

Have a sense of humour

Have a positive attitude

Be self-motivated and well organised

Encourage independence

Have appropriate literacy and numeracy skills

Have good observational skills

Be able to relate to adults; have good communication skills

Be able to contribute to regular recording of difficulties and progress

Undertake training

Work under supervision and guidance

Work in a variety of settings, e.g. classroom, playground, withdrawal sessions, school trips

What should LSA/TAs expect from teachers?
  • to be well-briefed as to expected role each session
  • to be given time to feedback re: a specific activity or child
  • to be informed of any changes to routine that may affectthem or specific pupils, e.g. a supply teacher, outside agency support
  • to be informed of any information regarding specific pupils e.g. feedback after a meeting with parents, further information obtained about a child from another agency etc.
  • clear advice regarding record-keeping
  • to be treated with respect and as a fellow professional

LSAs/TAs employed to work with pupils with SEN should not be expected to carry out general classroom duties or left in charge of the class.

What should teachers expect from LSA/TAs?
  • modelling of appropriate behaviour
  • a positive and sensitive approach to all children (non-judgemental) and the understanding of the need for flexibility of approach
  • complete confidentiality
  • discussion re: concerns/successes only with other members of staff, and especially with the member of staff directly concerned
  • clarification of any uncertainties regarding expectations
  • informing class teacher of known absences e.g. courses, dental appointments or informing the SENCO in cases of illness so that all relevant staff may be notified
  • having regard to boundaries, i.e. leaving personal issues behind at the school gate
  • ensuring record-keeping is up to date and liaising with the appropriate member of staff if necessary

The following is one school’s example of how to support the development of an effective relationship between class teacher and LSA/TA:

Before the Interview

Information sent out with application form might include:

 Date

  • job description
  • person specification
  • school information (brochure etc) 
  • hours of work
  • pay (include explanation of pro-rata payments if appropriate)
  • interview arrangements
Job description

The following headings provide a suggested framework:

Job Title

Line management responsibilities - responsible to

- responsible for

Liaison with

General duties

Particular duties and responsibilities

Professional development/review requirements

Before starting work

Ensure LSA/TAs are aware of:

 Date

  • code of dress for students and staff 
  • timing of school day and routines
  • plan of school e.g. car park, toilets, staff learning support areas
  • arrangements for break/lunch
  • where to keep belongings
  • contact with line manager/mentor
  • need for confidentiality

Ensure all school staff are aware of appointment of new LSA/TAs

First day and introductions

Introduce new LSA/TAs to key people:

 Date

  • learning support team
  • mentor
  • pastoral team
  • senior team including Headteacher
  • all staff at meeting or break time
  • outside agency staff as appropriate e.g. EP, EWO 

arrange to shadow experienced LSAs/TAs 

First day/early days

LSA/TA to be aware of :

 Date

  • classroom support arrangements
  • systems for recording support
  • other learning support arrangements e.g. attendance at

extra curricular clubs

  • expectation to attend staff meetings
  • expectation to attend whole school training
  • involvement in general staff induction programme
  • involvement in school appraisal system
  • arrangements for personal training and development

LSA/TA to receive personal folder to store information including:

 Date

  • general school information
  • key phone numbers
  • checklists
  • job description
  • record of course attendance and staff development
  • certificates
  • glossary of abbreviations/acronyms and summary of meanings

LSA/TA to know school procedures regarding:

 Date

  • communication systems
  • contact with parents
  • school calendar (meetings)
  • administrative arrangements
  • photocopying and office procedures

 Date

  • break and lunch time arrangements, including ‘wet’ break
  • class registration
  • Special Needs Register
  • homework
  • personal timetable
  • rules, sanctions and rewards
  • anti-bullying strategies
  • pupil referral processes
  • pupil counselling/buddying
  • links with other schools

LSA/TA to be aware of the following school structures:

 Date

  • key personnel – roles and responsibilities
  • pastoral/tutorial system 
  • line manager/key people to refer to

LSA/TA to be aware of and have access to the following documents:

 Date

  • staff handbook 
  • school development plan
  • governors’ annual profile report
  • behaviour policy
  • equal opportunities/multi cultural policy
  • child protection policy
  • health and safety policy including first aid and fire procedures
  • staff development and training plans 
  • pay, discipline and grievance policies

Essential training

Detailed modules could cover:

  • SEN Code of Practice, school based intervention model, SEN record, SEN and Disability Act
  • Individual Education Plans, Statements and reviews, record keeping (including observation strategies), and target setting
  • Information Communication Technology
  • Behaviour management, anti-bullying strategies and circle time
  • School support systems available e.g. learning support department, other curriculum areas
  • Working in classroom with teachers e.g. planning, models of support
  • Specific difficulties
  • Learning strategies and learning styles
  • Outside agencies e.g. EP and EWO
  • Personal development, job descriptions, roles and responsibilities and appraisal

Training opportunities are outlined in the CPD section of the Essex Grid for Learning pages on the Essex Schools Infolink.

1

Ref: SM1/5.2

First issue: October 2002

EssexCounty Council SENCO Manual 2011

Guidance for the effective use of Learning or

Teaching Assistants employed to support pupils

with Speech and Language Difficulties (SpLD)

The LSA/TA should:

  • be made aware of the school’s SEN policy
  • have a clear understanding of the rules and routines that operate in the particular class where she/he will support
  • be able to observe the class and learn the names of several pupils before taking on the support role, so helping to ensure that pupils with language difficulties do not feel singled out/different
  • spend part of the time in liaison with the class teacher/other supporting professionals to ensure a consistent approach to the pupil

The class teacher and the TA and, where possible, other supporting professionals should draw up a support plan which should include specific targets and how they are to be achieved. The success of the plan should be evaluated. The aim of any support must be to increase the pupil’s independence.

Questions to be addressed when drawing up an Individual Education Plan:

  1. What SpLD targets can the teacher(s), LSA/TA, pupil and parents agree that are achievable and how can they be made clear to all involved?

When target setting it will be helpful if adults:

  • take note of their own use of language, especially considering the ways in which it may cause problems for the pupils, and how these ways can be changed, modified or supported
  • try to recognise situations that are difficult for the pupil to cope with, e.g. that involve a lot of listening and understanding or talking, or that involve new concepts and vocabulary
  • encourage pupils to identify ways in which they can help themselves

2.During which activities may the pupil be supported one-to-one?

  • when it is thought appropriate and acceptable to all, the assistant may accompany the pupil to a therapy session, either in school or at the local clinic
  • when a pupil needs support to follow a specific speech or language programme. This will be especially true where the therapist has specified work on a focused speech programme which involves much repetition of particular contrasting sounds, and may need unusually slow advances. Some of the work may need to be done in a quieter environment within the school, where the pupil may experience success, e.g. in discriminating between two very similar sounds
  • when instructions, discussions or texts need to be repeated and further discussed in order for the pupil to understand them fully
  • when a pupil needs extra time to talk about what they are doing or thinking, and are unwilling to do this in the company of their peers. This should be seen as a ‘last resort’ and every effort made to encourage the pupil to talk in the wider context
  • when a pupil needs feedback, e.g. ordering their words appropriately into sentences or sentences into longer sequences when writing
  • when a pupil needs reminders of possible coping strategies and quiet evaluation of their use.

3.When may the pupil be supported as one of a group?

  • whenever it is possible to include the particular pupil in activities appropriate for other pupils in the class, e.g. listening games/activities, vocabulary reinforcement, taking turns etc
  1. During which activities will it be appropriate for the LSA/TA to remain in the background or ‘hover’? e.g.
  • when the pupil is attempting an activity independently for the first time
  • when the pupil is engaged in classwork and can work without support other than that available to the rest of the class
  • when the LSA/TA is assessing whether the pupil is using any language structures or coping strategies that have been taught previously
  1. What records will be kept and how often will the support plan be evaluated?

When working with a pupil who has speech and/or language difficulties, it will be beneficial if adults consider:

  • how the pupil communicates (verbally or non verbally) with adults or peers, i.e. how she/he makes needs, thoughts and feelings known; initiates communication; responds to others; uses eye gaze and body language, including gesture
  • how the pupil maintains attention on a given task, event or conversation
  • how the pupil listens to what is said and how well she/he seems to understand. Evidence for this may come from the speaker, e.g. do they find themselves repeating or simplifying instructions etc. Does the pupil watch andcopy other pupils?
  • whether the pupil understands and uses vocabulary and grammar that are expected of children their age and stage of development
  • what modifications do adults find themselves making in order to help the pupil to understand and use language. This may include their own language, or adaptations to the environment, or curriculum etc
  • what information is available from other sources, especially speech and language therapists and how this can be used in the school context

A balance will need to be kept between the pupil’s right to access the curriculum and the support that is necessary to achieve this, and the pupil’s right for their language difficulties to be addressed and ameliorated wherever possible.

The ability to communicate affects our emotional and personal welfare, as well as our academic learning, so it will be increasingly important for older pupils especially to learn how to cope with any residual difficulties and to make the most of all their skills.

1

Ref: SM/5.2

First issue: April 2002