Team Collaboration

• Work closely with teachers, therapists and external professionals to ensure a coordinated and holistic approach to student support.
• Contribute to planning, assessment and review process, including EHCP reviews and multi-agency meetings.
• Attend student home visits when required.
• Mentor and support junior staff, modelling best practice in care and learning support.

Health, Safety and Wellbeing

• Follow all safeguarding, health and safety and medical protocols with precision.
• Maintain accurate records of care routines, interventions and student progress.
• Promote a calm, safe and inclusive environment that supports the wellbeing of all students.
• Implement strategies to support behaviour, including the use of agreed positive handling techniques, in line with the provision’s policy and training (e.g., Team Teach or equivalent).

Skills and Abilities

• Specialist knowledge of severe learning difficulties (SLD) - complex medical needs and associated care routines.
• Adaptability - in responding to a wide range of learning and care needs in a dynamic and sometimes challenging environment.
• Effective communication skills - including the use of alternative and augmentative communication (AAC) methods such as Makaton, PECS or communication aids.
• Empathy and Patience - when working with students who may have limited verbal communication. Sensory processing differences or behavioural challenges.
• Teamwork and Collaboration - with teaching staff, therapists and external professionals to ensure consistent and coordinated support.
• Initiative and Problem solving - in adapting learning materials and care strategies to meet individual needs.
• Organisational skills - to manage multiple responsibilities, maintain accurate records and support the smooth running of the classroom or care environment.
• Commitment to safeguarding - promoting the welfare of vulnerable children and young people.
• Resilience and Emotional Maturity - to manage the physical and emotional demands of the role.

Experience and Qualifications

Essential

• Experience in an Specialist educational setting.
• Training in manual handling, medical procedures e.g. gastrostomy care or positive behaviour support.
• Substantial experience supporting children or young people with SLD and complex care needs.
• Confidence in delivering personal care and supporting medical routines.
• Excellent communication, teamwork and problem-solving skills.
• Commitment to inclusive education and improving outcomes for vulnerable learners.
• A nurturing, patient and resilient approach.
• Level 2 qualifications or above in both English and Maths (e.g., GCSE grade C/4 or equivalent).

Desirable

• Experience with PECS, Makaton, BSL or AAC systems.
• First aid training.
• Knowledge of EHCP processes and writing support plans.
• Relevant qualifications e.g. Level 2 in supporting Teaching and Learning, Health and Social care.
• Full UK driving licence, with access to own vehicle.

Behaviours and Attitudes

• Empathy: Foster a supportive environment that encourages understanding and compassion among students and staff.
• Integrity: Uphold honesty and strong moral principles in all interactions and decisions.
• Resilience: Encourage students to develop coping strategies and the ability to bounce back from challenges.
• Trust: Build a culture of trust where students feel safe to express themselves and take risks in their learning.
• Authenticity: Encourage students to be true to themselves and embrace their individuality.
• Commitment: Instill a sense of dedication to personal growth and the learning process.
• Honesty: Promote transparency and truthfulness in all communications and assessments.
• Enjoyment: Create a joyful learning environment where students find pleasure in their educational experiences.
• Learning: Encourage a lifelong love of learning and curiosity about the world.
• Respect: Cultivate an atmosphere of mutual respect among students, staff, and the wider community.

Declarations

We aim to create and maintain a safe environment and community where all young people and adults feel safe, secure and valued. We work hard to create strong relationships and show a commitment to safeguarding all young people.

Our work is classified as Regulated Activity as defined in the Safeguarding Vulnerable Groups Act 2006 (SVGA). This role will include regular contact with Children 121 or group setting. This includes those that could be classified as vulnerable and both an understanding of and experience in adhering to UK safeguarding legislation is required.

Further information relating to our Safeguarding, Child Protection, Ex-offender or Safer Recruitment policies are available upon request.

All applications are assessed on an individual basis in relation to the Rehabilitation of Offenders Act (ROA) 1974.

This post will require the successful candidate to complete our Disclosure Barring Service, Vulnerable Child and Adult register checks as well as reference checks. We may also carry out additional online searches such as social media as part of the selection process.