Role Expectations: 1:1 Learning Support Assistant (LSA)
In accordance with the terms of the contract, it is expected that professionalism, confidentiality, and a positive, proactive approach will be
maintained at all times in supporting the Student’s academic, emotional, and developmental needs.
Primary Responsibilities
As a 1:1 support for *** (Student Name), you will:
● Support the student in achieving learning goals outlined in the IEP, EHCP, or any school/specialist target documents.
● Collaborate with classroom teachers and other staff to ensure the student receives appropriate academic, emotional, and social
support.
● Work alongside all specialist staff including the Occupational Therapist, Speech and Language Therapist, Teacher of the Deaf, and
others as required.
● Collaborate closely with the Head of SEN and the Lower School Learning Support Teacher to address the student’s developmental
needs.
● Support the Head of SEN in coordinating biannual meetings involving the full support network.
● Modify and adapt lessons and activities in line with specific targets, to ensure access to learning.
● Maintain consistent communication with both school staff and the family regarding the student's progress and any emerging concerns.
● Provide direct support to the student throughout the school day, including specialist lessons.
● Assist in extra-curricular activities such as class assemblies, school trips, performances, and workshops.
Additional Duties (As Required – Not applicable to all LSAs)
● Work with an additional child or small group (up to 4) to extend learning relevant to the target student.
● Lead small group teaching sessions to reinforce or extend concepts.
● Provide feedback or mark work related to extended learning activities.
● Pre-teach concepts to support and challenge the student’s learning, individually or in small groups.
● Supervise the student, along with a small group, during off-site educational visits.
Person Specification:
Essential
* Experience in working with young childrenwithin an educational setting especially withSEND needs
* Training or a willingness to be trained inADHD/Autism/ supporting children withhearing impairments and/or SpeechLanguage Therapy
* Ability to adapt teaching techniques andresources for students with specific learningneeds
* Excellent communication skills, both verbaland non-verbal
* Ability to provide clear instructions andsupport for a child
* Ability to work closely and collaborativelywith parents, carers, and other professionals(SENCO, therapists, etc.)
* Patient, empathetic, and adaptable approachto teaching and supporting the child
* Ability to assess the child’s progress andadapt interventions to suit their development.
* Ability to support the emotional and socialdevelopment of a child with hearing loss,including their inclusion within groupactivities
* Strong commitment to inclusion andsupporting diversity in education
* Compassionate, approachable, and patientdemeanor when interacting with the child
* Collaborative team player who can work wellwith other staff members, parents, and external professionals
* Strong organisational skills, able to manage time effectively and meet deadlines
* Flexible and proactive in responding to the child’s changing needs
* Demonstrates a strong commitment to maintaining confidentiality at all times, ensuring that sensitive information related to the student, family, and school is protected.
Desirable
* Level 3 Qualification
* Qualified Teacher Status (QTS) or equivalent, and experience in the classroom
* Relevant qualifications in Special Educational Needs
* Training in Audiology or Assistive Listening Devices
* Understanding of systematic phonics and the CPA maths approach
* Experience working with children in small groups or 1:1 settings.
* Experience working alongside professionals such as speech therapists, audiologists, or educational psychologists.
* Some experience in differentiated teaching methods to meet the diverse needs of students.
* Ability to demonstrate creativity in lesson planning and support activities, tailoring content to the child’s individual needs.
* Knowledge of strategies to support speech and language development in children with hearing loss.
* Ability to use assistive technology and/or communication aids to support learning (e.g., hearing aids, FM systems, etc.)
* Understanding of the needs and challenges of children with hearing impairments.
* Willingness to engage in ongoing professional development in the area of special educational needs and hearing loss.
* Reflective approach, able to adjust practices based on feedback and self-evaluation.
Professional Conduct and Collaboration
All support staff are expected to uphold and actively contribute to the triangulated agreement between the family, the school, and relevant
professionals, ensuring a consistent, transparent, and child-centered approach. Open communication, shared goals, and mutual respect are
central to supporting the child’s progress and well-being.
Equal Opportunities
We are proud to be an equal opportunities employer. All qualified candidates will be considered for this role regardless of race, ethnicity,
religion, gender, age, sexual orientation, disability, or any other characteristic protected by law.
We value the unique perspectives and experiences that each individual brings and are committed to building a supportive, respectful, and
inclusive environment for all members of our community
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