Communication Support Worker (CSW) Full time (or Job Share will be considered)

Qualifications

Essential / Desirable
British Sign Language : CACDP Level 2 experienced / 
British Sign Language : CACDP Level 3 experienced / 

Minimum 5 GCSE’s including Maths and English Language

Experience

  • Minimum of 3 years working with deaf/Deaf CYP
  • Minimum of 2 years working in school environment
  • Minimum of 1 year interpreting experience

Knowledge

  • Knowledge of National Curriculum KS3 and 4
  • Deaf awareness

Skills

Teaching & Learning

  • Ability to accurately interpret the curriculum
  • Ability to understand Subject Teachers’ planning notes
  • Ability to assess CYP understanding of subject-specific vocabulary
  • Ability to plan and teach 1:1 pre-teaching sessions to introduce key vocabulary based on Subject Teachers’ planning notes
  • Ability to assess CYP understanding of taught material and to effectively structure 1:1 post-tutoring sessions to embed knowledge and address any misconceptions
  • Ability to keep records of 1:1 pre-teaching and post-tutoring sessions

Inclusion

  • Ability to respond sensitively and practically to CYP’s learning and inclusion needs; whether communicated directly by CYP or observed by CSW, teaching staff or external agencies
  • Ability to work sensitively and purposefully with CYP to support whole-school behaviour policy
  • Ability to relate sensitively and purposefully with CYP’s peer group to support inclusion agenda
  • Ability to effectively implement strategies advised by external agencies to support teaching and learning objectives
  • Ability to effectively implement strategies advised by external agencies to support inclusion
  • Ability to recognise when Deaf CYP is able to access curriculum through audition alone and to encourage listening independence

Organisation

  • Ability to keep brief records to share with Subject Teachers, visiting professionals and parents as required
  • Ability to summarise key points (in writing, coaching and meeting contexts)
  • Ability to know when to raise queries with and feedback to Subject Teachers in timely manner

Equipment

  • Ability to maintain personal listening devices, to troubleshoot problems and to know when to refer to equipment providers. (Training will be provided)
  • Ability to encourage CYP’s independence in understanding and maintenance of personal listening devices (an audiological independence programme will be provided and supported by external agencies)

Person Specification

  • Reflective individual, able to evaluate and adapt own practice
  • Self motivating & conscientious
  • Team Player
  • Proven interpersonal skills
  • Flexible approach
  • Sense of humour
  • Record of punctual & good attendance
  • Highly organised

Hours

8.20am to 3.30pm daily Monday to Friday 39 weeks

Job Description

This job description may be amended at any time following discussion between the Head Teacher and member of staff. It will be reviewed annually.

Responsible to: Head Teacher

Job Purpose

To provide support to the Head Teacher, SENCo and Subject Teachers to support the learning and inclusion of a Deaf CYP through the provision of:

BSL interpretation

1:1 pre-teaching of subject-specific vocabulary

1:1 post-tutoring of key concepts

To work such additional time as is needed to effectively discharge professional responsibilities

To take responsibility for specific tasks to support Deaf CYP as directed by School Teaching Staff, SENCo and external Advisory Teacher of the Deaf (ToD) and in accordance with the provisions in CYP’s EHCP/Statement

Supervision Received

Appointed within the school as part of a team to:

  • work under the general direction of the Head Teacher
  • work under the leadership of the SENCo in liaison with the Advisory ToD.

Duties

Support for the School

  • Act in accordance with school policies and procedures and relevant legislation, particularly in relation to Child Protection and Discipline
  • To provide BSL interpretation in the classroom, school assemblies and in extra-curricular contexts as required
  • To independently prepare pre-teaching sessions based on Subject Teachers’ plans and implementing suggested activities advised by the external TOD
  • To maintain records of pre-teaching and post-tutoring sessions
  • Contribute to the development, planning, implementation and evaluation of intervention programmes for CYP
  • Attend meetings and reviews within core hours
  • Develop and maintain good working relationships with other professionals working with CYP
  • To support CYP inclusion through the implementation of strategies advised by Advisory ToD
  • To support SENCo to liaise with Subject Teachers, Advisory ToD and parents as required
  • Liaison with SENCo and Examinations Officer concerning access arrangements for examinations and assessments

Support for Subject Teachers & SENCo

  • To provide BSL interpretation of taught material in the classroom
  • To prepare visual support materials as needed for 1:1 pre-teaching sessions and use in the whole class context
  • Timely liaison with SENCo and with Advisory TOD to identify resources to support learning
  • Assist when requested with resolving any behavioural and emotional difficulties of CYP through the use of BSL interpretation and Deaf awareness skills
  • Monitor and report to Subject Teachers and Advisory TOD on CYP learning and inclusion within the classroom, and outside the classroom environment as necessary
  • To provide BSL interpretation in School Assemblies [and after school clubs by arrangement?]
  • To provide BSL interpretation off site for Educational Visits and Residentials

Support for CYP

  • To promote the CYP successful transition and inclusion into the mainstream school community
  • To provide BSL interpretation of taught material in the classroom
  • To provide spoken interpretation of CYP’s questions and contributions when these are complex and where CYP can communicate more confidently and efficiently in BSL
  • To effectively introduce and pre-teach new subject-specific vocabulary to enable CYP to access taught material in class simultaneously with peers
  • To maintain records of pre-teaching and post-tutoring sessions
  • To support the objectives outlined in CYP’s CHDP/Statement of Educational Need through pre-teaching terminology and providing high-quality BSL interpretation in class
  • To support the CYP to continue to develop and maintain good self-esteem through the transition into mainstream
  • To support CYP to value and maintain audiological equipment
  • To support programmes advised by the Advisory ToD to develop audiological independence
  • To support CYP to independently choose optimum seating position in the classroom
  • To provide a role model to support CYP in developing the confidence to independently and appropriately report difficulties with Subject Teacher’s use of personal radio aid
  • To troubleshoot basic faults with personal listening devices and to know when to report these to equipment provider(s).