51����

CORE PURPOSE

·        To organise, monitor, evaluate and deliver provision of Learning Support in the Pre-Prep in close liaison with the Head of Learning Support;

·        To support small groups or individuals, who have been identified by their teachers to be in need of short-term intervention;

·        To support the EAL provision for overseas children.

KEY TASKS AND RESPONSIBILITIES

To liaise with Form Teachers, Head of Pre-Prep and Head of Learning Support regarding content and delivery of support and intervention.

·        Establishing relationships with pupils to facilitate their learning.

·        Developing and maintaining professional relationships with parents and guardians to further support pupils, alongside the class teacher.

·        Assisting in assessing and maintaining records of progress in liaison with the subject teacher and relevant Head of Department.

·        Monitoring and supporting needs-based groups for Reading, Phonics and Maths, keeping a register and monitoring progress.

·        Teach children 1:1 and in small groups, both inside and outside the classroom.

·        Interacting with and supporting children in fostering an enthusiasm for learning and to promote pastoral care.

·        Attending in-service training.

·        Ensuring the health and safety of children and staff is maintained during all activities, both inside and outside the classroom.

·        Conducting educational testing using psychometric tests - speech link and dyslexia screening.

·        Liaising with external agencies.

·        Completing and coordinating IEPs and EHCPs and communicating this with parents.

To support the Head of Learning Support in all of the below when required:

·        Adhering to the SEN Code of Practice, adapting where necessary to suit an independent school.

·        Promoting the graduated approach to SEN support by following the prescribed procedures as set out in the school’s SEN policy.

·        Ensuring SEN/EHC registers are kept up to date.

·        Arranging and delivering interventions at Phase 2 of the SEN procedures, following observations in the classroom, providing “little and often” for Pre-Prep.

·        Organising provision at Phase 3, arranging relevant assessments with parents and specialists.

·        Organising provision at Phase 4, arranging specialist intervention, either after assessment at Phase 3 or at the request of parents.

·        Escalating provision to Phase 5 if an EHCP is deemed necessary or desirable for an individual.

·        Communicating children’s learning needs to all involved through attendance at meetings and ILASs.

·        Liaising with specialist teachers, Speech and Language Therapists, Occupational Therapists, Specialist Assessors, Educational Psychologists and others as required, organising and monitoring provision offered by them.

·        Providing opportunities for children to learn touch-typing and monitor the use of laptops in school.

·        Ensuring parents/carers are involved in planning and intervention at all stages of the SEN procedures.

·        Maintaining records of progress.

Children’s Welfare

·        Promoting the general progress and well-being of individual pupils and the classes as a whole.

·        Supporting and encouraging the school’s values.

·        Encouraging positive behaviour.

·        Keeping records of the personal and social needs of pupils.

·        Maintaining good order and discipline among pupils in accordance with school policy.

·        Safeguarding children’s health and safety both in and out of the classroom.

General

·        Have regard to all School policies and procedures.

·        Read and follow all relevant policies and procedures (in particular Health and Safety and Safeguarding and Child Protection policies).

·        Always be alert to Health and Safety or Safeguarding issues or potential issues and report these as appropriate.

·        Participate in meetings at the School, including staff meetings and training held before the start of each term and attend other School events / functions as directed by the Head.

·        Perform any other duties commensurate with the post that the Head may reasonably request.

·        During the course of employment staff will have access to information of a confidential nature. Under no circumstances may this information be divulged or passed on to any unauthorised person or organisation

·        Staff have access to data and personal information that must be processed in accordance with the terms and conditions of the General Data Protection Regulation and properly applied to pupil, staff and school business/information, ensuring compliance with the School’s policies on data protection

·          All staff have responsibility for promoting and 51���� the welfare of all children in the school.