SEN Jobs

For full specification requirements please refer to the job description located on; https://www.walsallcollege.ac.uk/jobs/

Please apply for this job via our website: https://www.walsallcollege.ac.uk/jobs/

We are currently looking for a Specialist Mentor to join our Inclusive Support Department to provide enhanced levels of support to students with complex needs.

By working with students directly in class or discreetly, you will provide targeted support to students that is directly linked to EHCP outcomes. You will also be involved in the support and training of staff in specific complex conditions.

Developing specialist strategies linked with EHCPs and individual support plans to support students with additional support needs, you will also be responsible for liaising with parents/carers and other appropriate professionals regarding the care and support of individual students.

The successful candidate will have experience of working with students/young people (14+) who have a range of additional support needs and experience of working within an educational or training setting.

Having a Higher Level Teaching Assistant Qualification would be advantageous.

​
For full specification requirements please refer to the job description.

In return, we offer;
• Competitive salaries.
• Enrolment into the West Midlands Pension Fund with generous employer contributions.
• Outstanding staff training and team building programme.
• ZEST is the College’s Health & Wellbeing initiative for our staff.
• Staff incentive schemes including Ride to Work scheme and ‘Best of Walsall’ discounts.
• Simply Health care scheme.
• Employee Assistance Programme.
• Reward and recognition scheme.
• State of the art campuses with the latest industry facilities, including our Graduate Salon of Hair and Beauty and on site Little Professors’ Nursery.
• Access to ‘The Hub’ offering a Gym, Spa & Sports Clinic and The Littleton Restaurant.

We are passionate about promoting equality of opportunity and creating a working ment where diversity is recognised and celebrated and everyone has the chance to reach their full potential. Our ment is diverse in character and student population. We particularly welcome applications from candidates from Black Minority Ethnic origin and those with a disability.

Walsall College is committed to safeguarding our children and young people/vulnerable adults. We uphold fundamental British Values and expect all our employees to do the same. All appointments are subject to safer recruitment checks, including previous employment checks, online searches and an Enhanced DBS Check.

Only completed applications will be considered for this role. All applicants will need to complete an application form via our College Website: https://www.walsallcollege.ac.uk/jobs/

Job Purpose

Work under the direction and supervision of managers and teaching staff to provide high quality and appropriately targeted support to learners with learning difficulties and or physical disabilities to facilitate their independence, their access to learning and their integration into the college community.

Key duties and responsibilities

1. Under the direct supervision of teaching staff, assist in the delivery of the curriculum by supporting learners individually or in small groups and provide regular feedback to teachers and learners about progress and attainment.
2. Keep records of support provided as directed by the SEND management team.
3. Respond appropriately to requests from learners for support in the learning process to maximise their skills, abilities. potential and independence.
4. Support the physical, intellectual, emotional, and social development of learners, including contributing ideas and suggestions to support planning, to meet their development needs.
5. Asist with behaviour management in and out of the classroom with support from the teaching team and SEND management team.
6. Supervise learners on arrival at college, during lunchtimes and breaks (including cutting up food and feeding where required) and ensure they leave the premises safely at the end of the day.
7. Provide personal care support in line with the college policy and guidelines. This may include support with toileting, support at break times and administration of medication.
8. Supervise and support community-based learning and educational visits as required.
9. Assist those with physical mobility problems to navigate the building, move from site to site and participate fully in off site visits safely.
10. Assist learners to use the canteen, LRC and other resource areas.
11. Create visual displays, in accordance with the requirements of the teacher, to facilitate a relevant physical learning ment.
12. Create, adapt, and use a range of resources and strategies to meet learners’ needs including e-resources.
13. Contact home or other external agencies as directed by managers or teaching staff.
14. Support learners in a social context through encouragement, listening and talking.
15. Attend LSA, course, directorate, College wide meetings and CPD sessions.
16. Follow risk assessments and emergency procedures which are in line with college policy.
17. Support College initiatives and aspirations to achieve Net Zero carbon.

Person Specification ​

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Qualifications

Essential

Desirable

Minimum of Level 2 literacy and numeracy (GCSE Grade C/4)

ü

IT skills sufficient to support learners and to develop learning resources

ü

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Experience, Knowledge and Skills

Essential

Desirable

Significant recent experience of supporting learners with SEND

ü

Experience of a range of, or particular, learning difficulties and or disabilities

ü

The experience/ interest or relevant qualification to support in vocational contexts e.g., art, drama, music, retail, cookery, customer service, horticulture

ü

Experience of managing complex behaviour and the emotional and physical resilience to work with learners who display behaviours that challenge

ü

Experience of using Makaton sign and/or PECS (Picture Exchange Communication System)

ü

The willingness and skill to undertake direct personal care tasks as required, including using a hoist

ü

To have a flexible approach in order to support learners according to their EHCP.

An understanding of health and safety requirements of a working ment.

ü

Demonstrate an understanding of Child and Vulnerable Adult protection (Safeguarding Agenda) and the willingness to increase knowledge.

ü

Good standard of written/verbal communication skills

ü

Good interpersonal skills and the ability to communicate effectively with colleagues, students, parents/carers, and external agencies

ü

Self-starter, well-motivated and enthusiastic with a successful track record in continuous personal development in issues related to SEND

ü

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Other qualities

Essential

Desirable

A satisfactory DBS disclosure at Enhanced level.

ü

Demonstrable commitment to the College’s vision and values.

ü

The above list of responsibilities is not exhaustive, and the jobholder may be required to undertake other duties commensurate with the level of the role, as reasonably requested by their line manager.

This job description accurately reflects the duties and responsibilities of the role at the time the job description was written. These duties and responsibilities may change over time without significantly impacting on the character of the role, the overall level of responsibility, or its grade.

Depending on strategic or operational needs, the jobholder may in the future be required to work for another existing or new organisational unit and/or at different sites within Newham College. This may be on a temporary or indefinite basis and may involve a change in line management and / or regularly working at more than one site.

Job Purpose

To be responsible for the day to day running of the purpose built SEND café and nearby E6 Library Cafe, including all ordering, expenses and revenues, food safety and health and safety requirements.

To support a wide range of learners with special educational needs and disabilities to work at the cafés to perform barista and customer service roles. This includes direction of the job coaches based in the cafes.

Key duties and responsibilities

1. Manage the day-to-day activities in the café including customer service, training, ordering and stock management, revenue and banking, café maintenance and reporting faults, cleaning and hygiene of equipment and the physical setting.
2. To support and coach people with learning difficulties and disabilities into and at work using systematic instruction techniques to teach roles and tasks.
3. Work with teachers and managers to ensure learners are well supported an to develop strategies to manage a wide range of behaviours including the need for motivation and encouragement.
4. Work with managers and key stakeholders to develop the café offer to make it both profi and sustainable.
5. To work with tutors, managers, employers, local schools, community groups and external agencies in order to develop the provision and to create an outstanding real life work experience for learners.
6. Work with the college marketing team to develop innovative and impactful marketing and promotion strategies for the cafes and associated learning programmes.
7. Work with the college health and safety and catering managers to ensure health and safety and food hygiene and safety regulations are adhered to.
8. To promote and model professionalism and excellent working behaviours and interpersonal skills with learners/trainees at work in the cafes.
9. Work with and direct the job coaches to assess each young person both formally and informally to contribute to individual learning plans and EHCP targets and reviews.
10. Keep accurate records relating to the running of the cafés.
11. Work with tutors, job coaches and managers to draw up rotas for work placements that are simple, visual, and accessible to learners and families.
12. Develop the offer of work experience to local specialist schools, resources provision and alterative provision settings. Liaise with key staff at these settings to set up dates, times and plans for this provision including during school and college holidays.
13. Undertake and contribute to the development of learning resources and independent learning strategies related to the roles in the cafes.
14. Undertake entry phase activities such as the interviewing, selection, enrolment, and induction of learners.
15. Support with work readiness skills such as time keeping, presentation and attitudes.
16. Undertake stretch and challenge opportunities and identify increased responsibilities within the cafes in relation to abilities and skills of young people.
17. To assist learners with personal hygiene and health needs including the administration of medication as directed.
18. To ensure the safety and safeguarding of learners at all times and report using the agreed college procedures.

This job description and person specification is current at the date of issue. Changing organisational needs may require the job description to change, within reason, after prior consultation with the post holder.

Please note that we advertise our salaries on a range to indicate the trajectory of progression that can be made. Appointments are usually made at the start of the salary range. The salary structure includes progression within the published grades, subject to service, funding and performance.​

The work may be carried out in the post described in any of the College's centres.

Person Specification ​

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Qualifications

Essential

Desirable

To hold a level 3 Award in Education and Training or above (previously PTLLS)

ü

Minimum of Level 2 literacy and numeracy (GCSE Grade C/4)

ü

Level 3 in Food Safety and Hygiene (or willingness to obtain)

ü

Training in Systematic Instruction

ü

Qualifications or CPD related to SEND

ü

Experience

Essential

Desirable

Experience of supporting young people with SEND to develop work skills

ü

Experience of various roles in cafes and of managing or supervising in a café setting including the supervision of staff

ü

Experience as a barista and of using a professional coffee machine

ü

Experience of keeping records related to food safety and hygiene

ü

Experience of the full breadth of health and safety requirements in a café or food service ment

ü

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Knowledge and Skills

Essential

Desirable

The knowledge and skills required to run a café and social enterprise including the skill to manage revenue and income, stock ordering and rotation and health and safety of a food and beverage service

ü

Excellent customer service skills

ü

A commitment to widening participation in paid work or volunteering for people with SEND and the desire to increase employment opportunities for this group of people

ü

Strong communication skills and the ability to make complex arrangements with parents and carers, young people, employers, teachers, and other partners

ü

Skills to contribute to ILPS and to provide progress reports on individual learners

ü

The ability to build and sustain effective relationships with learners and where relevant their parents or guardians

ü

The ability to use behaviour management strategies including enthusing and motivating reluctant or nervous learners

Excellent standard of written/verbal communication skills

ü

Excellent interpersonal skills and the ability to communicate effectively with colleagues, students, parents/carers, stakeholders and external agencies

ü

Very effective record keeping, IT and organisational skills

ü

Self-starter, well-motivated and enthusiastic with a successful track record in continuous professional development

ü

To implement the College’s Equality and Diversity policies and to work actively to overcome discrimination on grounds of all protected characteristics

ü

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Other qualities

Essential

Desirable

A satisfactory DBS disclosure at Enhanced level.

ü

Demonstrable commitment to the College’s vision and values.

ü

Candidates who do not hold a full teaching qualification will, as a condition of employment, be required to obtain a qualification, at least at Level 5, within 2 years of commencing employment. They will remain on band 1 of the academic pay scale until they have completed the qualification and show evidence. ​

The above list of responsibilities is not exhaustive, and the jobholder may be required to undertake other duties commensurate with the level of the role, as reasonably requested by their line manager.

This job description accurately reflects the duties and responsibilities of the role at the time the job description was written. These duties and responsibilities may change over time without significantly impacting on the character of the role, the overall level of responsibility, or its grade.​

Depending on strategic or operational needs, the jobholder may in the future be required to work for another existing or new organisational unit and/or at different sites within Newham College. This may be on a temporary or indefinite basis and may involve a change in line management and / or regularly working at more than one site.

Job Purpose

To teach and assess on a range of courses within the SEND department and to act as a course tutor to groups of students. To carry out all associated duties in line with the School Quality Improvement; Key Performance Indicators and College strategic priorities and the College Teaching, Learning and Assessment standards.

Key duties and responsibilities

Teaching, Learning & Assessment

1. To plan and deliver high quality teaching, learning and assessment on a range of courses in an appropriate area of the curriculum in line with college standards and meet awarding body expectations.
2. To implement curriculum and course development and curriculum delivery within the area of work.
3. To develop schemes of learning and work (SOLW) /materials in line with course aims, objectives, mode of assessment and accreditation.
4. To contribute effectively to teamwork in course delivery across programmes as necessary, including group tutorials for those on study programmes.
5. To work within the course team to review the course and participate in the College quality assurance cycle and to complete course reviews and action plans.
6. To attend regular course team meetings and to offer and provide support to team members.
7. To be involved with course moderation/verification of assessed work.

Supporting Students​

8. To interview students and to take part in enrolment, open days, marketing events, parents’ evenings and induction onto programmes in year.
9. To act as a Course Tutor for at least one group of students. To meet students regularly on an individual basis to discuss academic progress and to support students in their choice of progression routes.
10. To work with those students who are not performing to required standards in line with College procedures for at risk and intervention including formal meetings.
11. To identify students requiring extra support and refer them to Additional Learner Support and plan for inclusive approaches in class delivery as appropriately against EHCP and support plans.
12. To maintain high standards of student conduct by monitoring and supporting positive behaviours
13. To liaise with parents/carers and external agencies as appropriate to provide pastoral care.
14. To assist where appropriate, with the establishment and monitoring of student work placements.

Course Management and administration

15. To keep accurate and updated course and student records, including registers, reports, including student assessment and achievement, learner intended and actual destination information.
16. To provide accurate course and student information as required by the College including contribution to local self-assessment and quality improvement action plans.
17. To monitor student attendance and timekeeping by ensuring that registers are completed daily.
18. To complete termly reports on students’ progress and to write references as required to support positive onward progression.

General​

19. To be aware of the principles of safeguarding children and young people as they apply to the role with the College. Actively promote and implement the College’s Safeguarding Policy.
20. To be involved in college staff development and training schemes and participate in PDR procedures within the school
21. To adhere to the College's Single Equality Scheme with respect to staff and students and champion inclusion in all practices
22. To comply with and implement the College’s Health and Safety policy
23. To undertake any other reasonable duties and responsibilities as may be required

This job description and person specification is current at the date of issue. Changing organisational needs may require the job description to change, within reason, after prior consultation with the post holder.

Please note that we advertise our salaries on a range to indicate the trajectory of progression that can be made. Appointments are usually made at the start of the salary range. The salary structure includes progression within the published grades, subject to service, funding and performance.​

The work may be carried out in the post described in any of the College's centres.​​

Person Specification ​

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Qualifications

Essential

Desirable

To hold a full level 5 teaching qualification (PGCE, Cert Ed or DET)

ü

1st Degree or equivalent

ü

Minimum of Level 2 literacy and numeracy (GCSE Grade C/4)

ü

To hold an approved Internal Quality Assurance qualification or willingness to obtain one

ü

To hold a subject specialism in SEND

ü

< border="0" cellpadding="0" cellspacing="0" style="width:586px;" width="586">

Experience

Essential

Desirable

Successful recent experience of teaching learners with special educational needs and disabilities including complex needs at pre-entry to L1

ü

Successful experience of delivering teaching learning and assessment in a SEND setting, using creative, learner centred, contextualised and activity-based strategies and resources.

ü

Experience of managing complex behaviour and of supporting, young people and families with behaviours that challenge, and behaviour related to diagnosis.

ü

Experience of developing and planning curriculum in discrete SEND provision to incorporate equality and diversity and British values, alongside employability skills.

ü

Experience of being a course tutor and working with students, parents and other agencies to work collaboratively to support learner’s engagement and success and in supporting young people in difficulties

ü

Demonstrate an understanding of Child and Vulnerable Adult protection (Safeguarding Agenda) and the willingness to increase knowledge.

ü

Experience of working with and contributing to EHCP documents and leading the annual review process

ü

An understanding of health and safety requirements of a working ment.

ü

< border="0" cellpadding="0" cellspacing="0" style="width:586px;" width="586">

Knowledge and Skills

Essential

Desirable

The ability to deliver excellence in teaching, learning and assessment

ü

Ability to embed English, Mathematics, and “soft” employability skills, careers education into vocational classes and subjects

ü

Ability to relate to and motivate students from a variety of backgrounds and ages, and to employ effective and engaging teaching and learning strategies

ü

Ability to contextualise learning to wider citizenship aspects, including the preparation for adulthood agenda

ü

Good standard of written/verbal communication skills

ü

Good interpersonal skills and the ability to communicate effectively with colleagues, students, parents/carers, and external agencies

ü

Very effective record keeping, IT and organisational skills

ü

Ability to increase recruitment, retention and achievement whilst maintaining quality standards.

ü

Self-starter, well-motivated and enthusiastic with a successful track record in continuous personal development in issues related to SEND and general pedagogy

ü

< border="0" cellpadding="0" cellspacing="0" style="width:576px;" width="576">

Other qualities

Essential

Desirable

A satisfactory DBS disclosure at Enhanced level.

ü

Demonstrable commitment to the College’s vision and values.

ü

Candidates who do not hold a full teaching qualification will, as a condition of employment, be required to obtain a qualification, at least at Level 5, within 2 years of commencing employment. They will remain on band 1 of the academic pay scale until they have completed the qualification and show evidence. ​

The above list of responsiblities is not exhaustive, and the jobholder may be required to undertake other duties commensurate with the level of the role, as reasonably requested by their line manager.

This job description accurately reflects the duties and responsibilities of the role at the time the job description was written. These duties and responsibilities may change over time without significantly impacting on the character of the role, the overall level of responsibility, or its grade.​

Depending on strategic or operational needs, the jobholder may in the future be required to work for another existing or new organisational unit and/or at different sites within Newham College. This may be on a temporary or indefinite basis and may involve a change in line management and / or regularly working at more than one site.

Job Purpose

To teach and assess on a range of courses within the SEND department and to act as a course tutor to groups of students. To carry out all associated duties in line with the School Quality Improvement; Key Performance Indicators and College strategic priorities and the College Teaching, Learning and Assessment standards.

Key duties and responsibilities

Teaching, Learning & Assessment

1. To plan and deliver high quality teaching, learning and assessment on a range of courses in an appropriate area of the curriculum in line with college standards and meet awarding body expectations.
2. To implement curriculum and course development and curriculum delivery within the area of work.
3. To develop schemes of learning and work (SOLW) /materials in line with course aims, objectives, mode of assessment and accreditation.
4. To contribute effectively to teamwork in course delivery across programmes as necessary, including group tutorials for those on study programmes.
5. To work within the course team to review the course and participate in the College quality assurance cycle and to complete course reviews and action plans.
6. To attend regular course team meetings and to offer and provide support to team members.
7. To be involved with course moderation/verification of assessed work.

Supporting Students​

8. To interview students and to take part in enrolment, open days, marketing events, parents’ evenings and induction onto programmes in year.
9. To act as a Course Tutor for at least one group of students. To meet students regularly on an individual basis to discuss academic progress and to support students in their choice of progression routes.
10. To work with those students who are not performing to required standards in line with College procedures for at risk and intervention including formal meetings.
11. To identify students requiring extra support and refer them to Additional Learner Support and plan for inclusive approaches in class delivery as appropriately against EHCP and support plans.
12. To maintain high standards of student conduct by monitoring and supporting positive behaviours
13. To liaise with parents/carers and external agencies as appropriate to provide pastoral care.
14. To assist where appropriate, with the establishment and monitoring of student work placements.

Course Management and administration ​

15. To keep accurate and updated course and student records, including registers, reports, including student assessment and achievement, learner intended and actual destination information.
16. To provide accurate course and student information as required by the College including contribution to local self-assessment and quality improvement action plans.
17. To monitor student attendance and timekeeping by ensuring that registers are completed daily.
18. To complete termly reports on students’ progress and to write references as required to support positive onward progression.

General​

19. To be aware of the principles of safeguarding children and young people as they apply to the role with the College. Actively promote and implement the College’s Safeguarding Policy.
20. To be involved in college staff development and training schemes and participate in PDR procedures within the school
21. To adhere to the College's Single Equality Scheme with respect to staff and students and champion inclusion in all practices
22. To comply with and implement the College’s Health and Safety policy
23. To undertake any other reasonable duties and responsibilities as may be required

This job description and person specification is current at the date of issue. Changing organisational needs may require the job description to change, within reason, after prior consultation with the post holder.

Please note that we advertise our salaries on a range to indicate the trajectory of progression that can be made. Appointments are usually made at the start of the salary range. The salary structure includes progression within the published grades, subject to service, funding and performance.​

The work may be carried out in the post described in any of the College's centres.

Person Specification ​

< border="0" cellpadding="0" cellspacing="0" style="width:586px;" width="586">

Qualifications

Essential

Desirable

To hold a full level 5 teaching qualification (PGCE, Cert Ed or DET)

ü

1st Degree or equivalent

ü

Minimum of Level 2 literacy and numeracy (GCSE Grade C/4)

ü

To hold an approved Internal Quality Assurance qualification or willingness to obtain one

ü

To hold a subject specialism in SEND

ü

< border="0" cellpadding="0" cellspacing="0" style="width:586px;" width="586">

Experience

Essential

Desirable

Successful recent experience of teaching learners with special educational needs and disabilities including complex needs at pre-entry to L1

ü

Successful experience of delivering teaching learning and assessment in a SEND setting, using creative, learner centred, contextualised and activity-based strategies and resources.

ü

Experience of managing complex behaviour and of supporting, young people and families with behaviours that challenge, and behaviour related to diagnosis.

ü

Experience of developing and planning curriculum in discrete SEND provision to incorporate equality and diversity and British values, alongside employability skills.

ü

Experience of being a course tutor and working with students, parents and other agencies to work collaboratively to support learner’s engagement and success and in supporting young people in difficulties

ü

Demonstrate an understanding of Child and Vulnerable Adult protection (Safeguarding Agenda) and the willingness to increase knowledge.

ü

Experience of working with and contributing to EHCP documents and leading the annual review process

ü

An understanding of health and safety requirements of a working ment.

ü

< border="0" cellpadding="0" cellspacing="0" style="width:586px;" width="586">

Knowledge and Skills

Essential

Desirable

The ability to deliver excellence in teaching, learning and assessment

ü

Ability to embed English, Mathematics, and “soft” employability skills, careers education into vocational classes and subjects

ü

Ability to relate to and motivate students from a variety of backgrounds and ages, and to employ effective and engaging teaching and learning strategies

ü

Ability to contextualise learning to wider citizenship aspects, including the preparation for adulthood agenda

ü

Good standard of written/verbal communication skills

ü

Good interpersonal skills and the ability to communicate effectively with colleagues, students, parents/carers, and external agencies

ü

Very effective record keeping, IT and organisational skills

ü

Ability to increase recruitment, retention and achievement whilst maintaining quality standards.

ü

Self-starter, well-motivated and enthusiastic with a successful track record in continuous personal development in issues related to SEND and general pedagogy

ü

< border="0" cellpadding="0" cellspacing="0" style="width:576px;" width="576">

Other qualities

Essential

Desirable

A satisfactory DBS disclosure at Enhanced level.

ü

Demonstrable commitment to the College’s vision and values.

ü

Candidates who do not hold a full teaching qualification will, as a condition of employment, be required to obtain a qualification, at least at Level 5, within 2 years of commencing employment. They will remain on band 1 of the academic pay scale until they have completed the qualification and show evidence. ​

The above list of responsibilities is not exhaustive, and the jobholder may be required to undertake other duties commensurate with the level of the role, as reasonably requested by their line manager.

This job description accurately reflects the duties and responsibilities of the role at the time the job description was written. These duties and responsibilities may change over time without significantly impacting on the character of the role, the overall level of responsibility, or its grade.​

Depending on strategic or operational needs, the jobholder may in the future be required to work for another existing or new organisational unit and/or at different sites within Newham College. This may be on a temporary or indefinite basis and may involve a change in line management and / or regularly working at more than one site.

Job Purpose

To provide a service to teaching and other staff to address the needs of learners with SEND across college who need help to overcome barriers to learning both in and outside of the classroom.

To work with a range of learners but to give priority to those who have EHCPs in mainstream and Foundation Learning provision who require the most support with their social emotional and mental health needs.

To target, help and support as part of a coordinated response by the college and other agencies to address a range of issues and bring about a positive sustainable change with individual learners and the wider college community.

To support identified individuals on a weekly basis with strategies to develop their emotional resilience and ability to engage with learning.

Support College initiatives and aspirations to achieve Net Zero carbon.

Key duties and responsibilities

1. To support teachers, LSAs, learners and families with issues relating to behaviour and emotional regulation for learners with SEND
2. To attend incidents involving and disciplinaries in relation to learners with SEND and to support with appropriate strategies
3. Support investigations into incidents involving learners with SEND cross college as required. Plan interventions as directed by the SEND and ALS leadership team.
4. Maintain a high degree of confidentiality with regards to student issues.
5. Work on a caseload of learners as identified by EHCPs as requiring SEMH support or those who are referred via the ALS team.
6. To work in partnership with the SEND and ALS team and HoS cross college to create and implement person centred, clear positive behaviour plans, behaviour contracts and other supporting systems.
7. To develop and deliver a 1:1 mentoring schedule for learners who require weekly interventions as advised by the Heads of SEND and ALS.
8. To develop a knowledge and appreciation of the range of programmes, activities, courses, opportunities, organisations, and individuals that could be drawn upon to provide extra support for identified learners.
9. To contribute feedback around progress to the HoS, the learner, families, teachers, and other professionals, at key points and to be used in annual review meetings and progress reviews.,
10. To use e-tracker and espirALS to record interventions and progress for learners supported.
11. To work closely with the safeguarding team
12. Promote the college’s policies on behaviour whilst advocating for learners with SEND to ensure reasonable adjustments are made in line with the SEND code of practice
13. Deliver a range of group activities relating to self-esteem and confidence building as part of the college’s enrichment programme.

Person Specification ​

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Qualifications

Essential

Desirable

To hold a teaching qualification at level 3 or above (AET (PTTLS) or above)

ü

L3 (or above) qualification in Behaviour management/SEMH or similar

ü

Minimum of Level 2 literacy and numeracy (GCSE Grade C/4)

ü

Qualification in specific learning disabilities

ü

< border="0" cellpadding="0" cellspacing="0" style="width:605px;" width="605">

Experience, Knowledge, and Skills

Essential

Desirable

Relevant, recent experience of supporting learners who display behaviour that challenges or who require support with their emotional regulation.

ü

Successful recent experience of working with and supporting learners with special educational needs and disabilities

ü

The ability to engage with and quickly establish positive working relationships with a wide range of people including colleagues, students, parents/carers, and external agencies, including circumstances where communication is non-verbal

ü

The ability to manage difficult situations and conversations with sensitivity, confidentiality and discretion.

The ability to maintain a non-confrontational approach in the face of behaviour that challenges

ü

The ability to be a good role model to learners – demonstrating and promoting positive values attitudes and behaviour.

ü

Good standard of written/verbal communication skills

ü

Self-starter, well-motivated, flexible, and enthusiastic with a successful track record in continuous personal development in issues related to SEND

ü

Experience of contributing to positive behaviour plans, behaviour contracts and ILPs

ü

Experience of 1:1 mentoring with learners with SEND or mental health needs

ü

Experience and willingness to deliver enrichment activities relating to social, emotional, and mental health wellbeing to groups of learners with SEND

ü

An understanding of the Further Education landscape and the organisation of post 16 education

ü

Demonstrate an understanding of Child and Vulnerable Adult protection (Safeguarding Agenda) and the willingness to increase knowledge.

ü

Job Purpose

Work under the direction and supervision of managers and teaching staff to provide high quality and appropriately targeted support to learners with learning difficulties and or physical disabilities to facilitate their independence, their access to learning and their integration into the college community.

Key duties and responsibilities

1. To work as part of the ALS Team to provide learning support to young people and adults on mainstream courses. Support may be delivered on a 1:1, small group basis within the classroom, community, or workshop ment under the direction of ALS Tutors and/or course teachers
2. Adopt an innovative and creative approach to support learners, employ strategies to empower, promote independent learning and encourage aspirational attitudes to learning
3. Collect, record, and analyse data related to learners’ progress as instructed by ALS Tutors and Coordinator
4. To invigilate internal and external tests and examinations under formal conditions
5. To maintain professional relationships with learners, parents or carers and staff
6. Keep records of support provided as directed by the ALS management team.
7. Respond appropriately to requests from learners for support in the learning process to maximise their skills, abilities. potential and independence.
8. Support the physical, intellectual, emotional, and social development of learners, including contributing ideas and suggestions to support planning, to meet their development needs.
9. Asist with behaviour management in and out of the classroom with support from the teaching team, curriculum team and ALS management team.
10. Provide personal care support in line with the college policy and guidelines. This may include support with toileting, support at break times and administration of medication.
11. Supervise and support community-based learning and educational visits as required.
12. Assist those with physical mobility problems to navigate the building, move from site to site and participate fully in off site visits safely.
13. Contact home or other external agencies as directed by managers or teaching staff.
14. Support learners in a social context through encouragement, listening and talking.
15. Attend LSA, course, directorate, College wide meetings and CPD sessions.
16. Follow risk assessments and emergency procedures which are in line with college policy.
17. Support College initiatives and aspirations to achieve Net Zero carbon.

Person Specification ​

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Qualifications

Essential

Desirable

Minimum of Level 2 literacy and numeracy (GCSE Grade C/4)

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IT skills sufficient to support learners and to develop learning resources

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Experience, Knowledge and Skills

Essential

Desirable

Significant recent experience of supporting learners with SEND

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Experience of a range of specific learning disabilities and additional needs

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The experience/ interest or relevant qualification to support in vocational contexts e.g. IT, Health and social care, hair and beauty etc

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Experience of managing complex behaviour and the emotional and physical resilience to work with learners who display behaviours that challenge

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The willingness and skill to undertake direct personal care tasks as required, including using a hoist

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To have a flexible approach in order to support learners according to their EHCP or support plan

An understanding of health and safety requirements of a working ment.

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Demonstrate an understanding of Child and Vulnerable Adult protection (Safeguarding Agenda) and the willingness to increase knowledge.

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Good standard of written/verbal communication skills

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Good interpersonal skills and the ability to communicate effectively with colleagues, students, parents/carers, and external agencies

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Self-starter, well-motivated, reliable and enthusiastic with a successful track record in continuous personal development in issues related to SEND

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Other qualities

Essential

Desirable

A satisfactory DBS disclosure at Enhanced level.

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Demonstrable commitment to the College’s vision and values.

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The above list of responsibilities is not exhaustive, and the jobholder may be required to undertake other duties commensurate with the level of the role, as reasonably requested by their line manager.

This job description accurately reflects the duties and responsibilities of the role at the time the job description was written. These duties and responsibilities may change over time without significantly impacting on the character of the role, the overall level of responsibility, or its grade.

Depending on strategic or operational needs, the jobholder may in the future be required to work for another existing or new organisational unit and/or at different sites within Newham College. This may be on a temporary or indefinite basis and may involve a change in line management and / or regularly working at more than one site.