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The Classroom Learning Support (CLS) worker for a child with Autism Spectrum Condition
- The Classroom Learning Support (CLS) workers for child with Autism Spectrum Condition are appointed as part of a team including teachers, HLLS, CLS as well as other professionals supporting the overall development of students.
- CLS work under the direction of the Head of Additional Learning Needs (HoALN) and are assigned duties and responsibilities that support the overall learning of the students
Responsible to: Head of Additional Learning Needs
Post brief: This role has been created to fulfill the needs of a specific pupil who has a profile of Autism Spectrum Condition (ASC) with traits of a demand avoidant behaviour. This child will need full time support in the vast majority of their lessons as well as in the after-school clubs (2:30 – 3:30 p.m.). The child has an Individual Education Plan devised at the school and an official diagnosis of ASC. They also receive Speech and Language therapy at the school at the moment.
1. Supporting the pupil’s learning either in groups or through 1:1 work
The exact tasks will depend on the learning support needs of the pupil but may include:
– Supporting the development of skills in literacy, numeracy, communication and social and behavioural
– Working with pupils on a one to one or group basis as required by the HoALN.
– Adapting and personalising work for the pupil to suit their ability and interests,
– Using knowledge of pupil’s learning support needs to suggest appropriate adjustments to lesson plans to teachers.
– Clarifying and explaining instructions using language that is accessible for the child.
– Motivating and supporting the pupil,
– Helping the pupil to regulate their emotions by offering sensory breaks,
– A close liaison with the Class Teacher/s, the Additional Learning Needs coordinator, the speech and language therapist, external agencies (e.g. Occupational therapist) and parents,
– Developing appropriate resources to support the pupil,
1. Supporting pupil’s self-esteem, inclusion and behavioural development
– Encouraging an acceptance and inclusion of the pupil with additional learning needs,
– Developing methods of promoting/reinforcing the pupil’s self-esteem and independence,
– Providing individual supervision in and out of the classroom for the pupil,
– Establishing a supportive relationship with all pupuls,
– Reinforcing the school ethos, e.g. expectations of behaviour within class and elsewhere on the school site,
– Supervising the pupil on outings, school activities, and at lunchtimes and playtimes.
– Using praise, commentary and assistance to encourage the pupil to concentrate and stay on task,
3. Supporting the class Teacher/s
– Using knowledge and experience of the pupil concerned, to contribute, in collaborate with the Class Teacher, the Additional learning Needs coordinator and other professionals as appropriate, to the development and evaluation of a suitable programme of support for the child.
– Assisting with the development and implementation of Individual Education Plans (IEP), Behaviour Plans (IBIP), Individual Learning Programs (ILP) and Language Development (LD).
– Providing regular feedback, written and/or verbal, using agreed systems, about the pupil to the Teacher/s and the Additional Learning Needs coordinator.
– Attending planning sessions with class teachers and CLS to support the development of curriculum for child and inclusive practice within the classroom.
– Accessing long term and short term curriculum planning in advance of sessions to ensure readiness for learning.
4. Supporting the curriculum
– Supporting the delivery of the English and Mathematics along with other aspects of the mainstream curriculum and the enhanced curriculum offered by the school,
– Delivering bespoke interventions with support from other members of staff,
5. Supporting the school
– Where appropriate, fostering and developing links between a pupil’s home and the school,
– Assisting with setting up, storing and retrieving and general maintenance of classroom equipment and teaching aids, e.g. computers and computer software, resources, indoor and outdoor play equipment, photographic equipment etc.
– Treating all information relating to a pupil as strictly confidential, and to be aware of and comply with school policy and practice, receiving training where necessary from the school,
– Administering minor First Aid under the guidance of a qualified person.
5. Supporting personal Development
– Learning about and researching the effective methods of working with children with Autism Spectrum Condition.
– To be aware of and comply with the policies and procedures relating to child protection, health, safety and security and to refer all concerns to the Child Protection Officer, receiving training where necessary from the school.
Please also see: TBS Teacher, HLLS, CLS and LS expectations
In addition, the role might include some general CLS duties as listed below:
- Assisting with the planning, delivery and assessment of learning under the direction of the teaching staff.
- Supervising groups in or out of the classroom
- Preparing classrooms and resources including display of pupils’ work and providing clerical/administrative support e.g. photocopying, filling and record keeping.
- Using ICT for learning activities and supporting pupils to develop competence and independence in the use of ICT.
- Where necessary, liaising with parents in a professional manner, ensuring all relevant information is communicated to the Class Teacher and when necessary to the Additional Learning Needs coordinator.
- Communicating effectively with all staff and pupils, promoting professional relationships.
- Ensuring children remain within a safe environment and are able to play safely.
- Actively encouraging pupils to cooperate and play together.
- Setting suitable and positive behaviour standards in line with the school behaviour policy.
- Managing behaviour issues in a calm and positive manner in line with the child’s personal support plan.
- Carrying out basic first aid as required. For more serious cases, ensure that one of the named First Aiders is called and a senior member of staff is informed.
- Ensuring that all incidents requiring first aid are communicated and recorded appropriately and in line with school’s and policies.
- Reporting any concerns, details pf incidents and accidents immediately to the senior member of staff and/or the Class Teacher as appropriate
- Be familiar with and maintain up-to-date knowledge of the school’s child Protection Policy and safeguarding procedures.
- Attend regular review meetings, staff meetings when required.
- Participate in Child Protection training and other training as required.
- Take on roles and responsibilities as directed by your Line Manager or the Principal.
Other reasonable requests made by the Principal
Be aware of and support difference and ensure that pupils have equality of access to opportunities to learn and develop.
HEALTH AND SAFETY / FIRST AID
Be aware of and comply with policies and procedures relating to child protection/health, safety and security, confidentiality and date protection and report all concerns to an appropriate person.
The job may involve lifting children after falls or accidents,
The job may include clearing up blood or other bodily fluids of children after an accident or sudden illness,
The job holder is required to contribute to and support the overall aims and ethos of the school.
All staff are required to participate in training and other learning activities, and in performance management and development, as required by the school’s policies and practice.
The duties and responsibilities listed above described the post as it is at present. The post holder is expected to accept any reasonable alternations that may from time to time be necessary.
The post holder may sometimes be asked to attend after school performances, concerts and offsite/overnight trips and expeditions.
The job holder is managed by a member of the school’s senior management team and the head of the Additional Learning Needs
The frequency of meetings is determined by the school’s performance management policies and practice.
The job holder works directly with teachers and pupils and has routine and regualar contact with parents and careers and on occasion with external agencies such as the Occupational Therapist.
– Ability to inspire children to learn effectively and to model excellent teaching. : Essential
– Hard-working and dedicated to continuous improvement and communicating success within and outside school. : Essential
– Ability to communicate effectively, both verbally and in writing, with all ‘stakeholders, creating a harmonious and collaborative community. : Essential
– Excellent organisational and time management skills with the ability to prioritise tasks, work on one’s own initiative and react appropriately to competing demands. : Essential
– Ability to maintain confidentiality. : Essential
– Ability to solve problems, make good, judgements and take decisions. : Essential
– Awareness of TBS commitment to community work and willingness to contribute to TBS charities and community programmes. : Essential
– Awareness of one’s own vulnerabilities and ‘knowledge gaps; with the mindset to seek feedback, self reflect, develop and improve. : Desirable
– Understanding and knowledge of ICT and a willingness to further develop ICT skills. : Desirable
– Anility to manage pupils in a classroom and outdoor setting. : Essential
– English and Maths qualification at High School level. : Essential
– Recognisable teaching qualification and a good degree. : Essential
– Understanding and knowledge of ICT and willingness to further develop ICT skills. : Essential
– Qualification in an aspect of Special Education. : Desirable
– Experience of working with students with an Additional Learning Need : Essential
– Experience of working with students at Early Years level : Desirable
– Experience of working with students with English as an Additional Language : Desirable
– Experience of working as part of a team : Essential
– Enthusiastic, hard-working and resilient. : Essential
– Calm, flexible, approachable attitude : Essential
– Exhibit confidence with humility : Essential
– Ability to work under pressure, on own initiative, accurately and with attention to detail. : Essential
– A sense of humour with the right balance of gravitas. : Essential
– Confidence to advise and challenge the senior members of staff on all aspects relating of school life. : Essential
Remuneration: TBS Salary Scale (UK/National) dependent on qualification and experience.
The British School Kathmandu is committed to safeguarding children and young people, All post holders are subject to appropriate vetting procedures including checks with past employers a satisfactory Disclosure and Barring Service check, a Prohibition Order Check and the successful application or an ICPC (International Child Protection Certificate). Our safeguarding and safer recruitment policies are shared with all prospective candidates. TBS does not discriminate with regard to race, colour, gender religion, sexual orientation, age political opinion, or diability.
Please submit a letter of application, TBS Application Form & CV to the Human Resource Department at firstname.lastname@example.org. The British School, Kathmandu by Monday, 31st October 2022, (early applications are encouraged).