SEN Teaching Assistant

Job description

Job Description

Main purpose of the job

• To provide skilled, consistent and child-centred support for pupils with special educational needs and disabilities within a mainstream primary setting, enabling them to access learning, relationships and the wider life of the school.

• To work under the direction of the class teacher and SENDCo, using inclusive, relational and evidence-informed practice to promote pupils' safety, emotional regulation, engagement, progress and growing independence.

• To deliver agreed support and interventions, contribute clear observations and records, and work collaboratively with families, colleagues and relevant professionals.

• This role requires an experienced practitioner who can combine warmth, adaptability, sound professional judgement and high expectations for pupils with a range of complex needs.

Specific duties and responsibilities

1. Build positive, professionally boundaried relationships with pupils, helping them to feel safe, understood, included and ready to learn.

2. Recognise and respond appropriately to signs of anxiety, distress, sensory overload, communication difficulty or dysregulation, using calm, consistent and low-arousal approaches.

3. Support pupils to develop emotional regulation, resilience, communication, social understanding and independence through agreed strategies and routines.

4. Promote full and meaningful inclusion in classroom learning, play, enrichment, educational visits and the wider life of the school, making reasonable adjustments where needed.

5. Support the safe movement and supervision of pupils during lessons, transitions, unstructured times, outdoor learning and visits, following individual plans and school procedures.

6. Implement agreed risk management, behaviour support, regulation, communication, sensory and care plans, responding promptly and proportionately to concerns.

7. Support learning planned by the qualified teacher, using adaptive teaching, appropriate scaffolds, visual resources, clear language, processing time and carefully matched levels of challenge.

8. Deliver agreed individual and small-group interventions accurately, including support for literacy, numeracy, communication, interaction, emotional development and learning skills.

9. Observe pupils' responses and progress, maintain clear and factual records, and provide timely feedback to the teacher and SENDCo so that support can be reviewed and refined.

10. Promote pupil voice, choice, self-advocacy and independence, using the least intrusive level of support and reducing scaffolding appropriately as confidence develops.

11. Work collaboratively with teachers, the SENDCo, support staff, parents and carers, and external professionals to maintain consistent approaches and effective communication.

12. Follow advice and programmes provided by relevant professionals, seeking clarification where needed and remaining within the postholder's training and role.

13. Contribute to the assess, plan, do, review cycle and, where appropriate, to pupil profiles, support plans, risk assessments, reviews and meetings.

14. Prepare and maintain appropriate resources and supportive learning environments, including calm or low-stimulation spaces where these form part of agreed provision.

15. Maintain confidentiality and comply with safeguarding, child protection, behaviour and relationships, health and safety, equality, data protection, intimate care and medication procedures.

16. Undertake relevant induction, supervision, coaching and continuing professional development, applying training consistently and raising concerns promptly when a pupil's needs exceed available provision or the postholder's competence.

17. Carry out other duties consistent with the purpose and current grading of the post, as reasonably directed by the Headteacher or SENDCo.

Working arrangements and professional expectations

• The qualified teacher remains responsible for curriculum planning, teaching and assessment. The postholder contributes observations and professional insight and delivers agreed support under the teacher's direction.

• The postholder will work flexibly across individual, small-group and classroom contexts according to pupils' needs and the school's priorities.

• All practice must be respectful, proportionate and focused on safety, belonging, access to learning and growing independence.

Organisation address (inc postcode)

Mawnan C of E VA Primary School
Shute Hill
Mawnan Smith
TR11 5HQ

Contact name

Natalie Cattle

Contact email

[email protected]

Website

https://www.mawnanschool.com/web/vacancies_

DfE Number (schools only)

9083385

Link to apply

https://www.mawnanschool.com/web/vacancies_

We are committed to safeguarding children and the successful applicant will be required to undertake an enhanced Disclosure and Barring Service (DBS) check and will be assessed against the Childcare Disqualification Regulations.

This is not a Cornwall Council vacancy therefore please contact the organisation direct for further information.