Job responsibilities
Specific duties and responsibilities include:
To work as a peripatetic Teaching Assistant in the support and inclusion of children with special
educational needs (social, emotional and behavioural difficulties)
To offer advice, support and training in behaviour management to school staff.
To support children out of school by delivering programmes that teach the necessary skills to ensure
successful integration into mainstream schooling
To support children who are permanently excluded or close to exclusion.
Training School Staff
To provide an understanding of the role of a Teaching Assistant supporting children with social,
emotional and/or behavioural problems.
To give advice on best practice in all aspects of positive behaviour management.
To mentor and support newly appointed Teaching Assistants.
To offer strategies for behaviour management to Headteachers, SENCOs, Class Teachers,
Teaching Assistants and MDSAs.
To assist with the induction of new Teaching Assistants through training and modelling of behaviour
management skills.
To offer cluster, school, group or individual training for Teaching Assistants in positive behaviour
management and social skills.
To support and train individual Teaching Assistants with pupils at all stages of the SEN Code of
Practice including those with statements.
To assist in the delivery of training to Wiltshires Teaching Assistants.
To offer support to MDSAs through observation and training in positive behaviour management.
Supporting the Pupil
To develop knowledge of a range of learning support needs and to develop an understanding of the
specific needs of the children to be supported.
To support children to learn effectively both in group situations and on their own, using a range of
learning support strategies e.g. clarifying and explaining instructions.
To ensure the child is able to use the equipment and materials provided.
To support the development of communication, social, emotional and behavioural skills to assist the
pupil in accessing learning effectively.
To help pupils concentrate and develop their behaviour for learning skills.
To ensure physical needs are met, as required, whilst encouraging independence.
To liaise with Behaviour Support Teachers, school staff, other professional colleagues and parents
about Individual Education Plans for Behaviour.
To develop appropriate resources to support individual children.
To establish a supportive and trusting relationship with children.
To encourage acceptance and inclusion of the child with special needs.
To observe individual children in a whole class situation and assess appropriate intervention with
line manager, ie develop and implement programmes of work.
To provide support for individual pupils during transition.
To set up and attend review meetings with colleagues in order to monitor and evaluate the
intervention.
To support and follow an appropriate programme with pupils educated out of school following a
permanent exclusion.
To support the excluded pupils transition to receiving school.
To develop methods of promoting/reinforcing the childs self-esteem and independence.
To encourage children to develop strategies to accept and manage their own feelings and
behaviour.
To provide individual or small group supervision in and out of the school/classroom environment for
pupils with social, emotional or behavioural problems.
Supporting the School and Staff
To liaise and assist in the development of a suitable programme of support for children with social,
emotional and behavioural concerns.
To offer suggestions for alternative strategies to enable the child to access learning.
To understand and interpret reports that offer strategies for individual programmes for behaviour.
To develop a system of recording the childs progress in conjunction with the Class Teacher, and/or
other professionals.
To contribute to the maintenance of childrens progress by writing reports following each session
and to provide regular feedback to Class Teacher and, where necessary, Headteacher and
SENCO.
To offer appropriate level of support to school staff through listening, advice and guidance.
To participate in the evaluation of the support programme via review meetings/multi-agency
meetings.
To promote positive communication between all members of staff following training to disseminate
information and develop good practice.
To develop a relationship to foster links between home and school, where appropriate.
To liaise, advise and consult with members of the school team andother outside agencies
supporting the children.
To arrange and attend review meetings to monitor progress.
To be aware of school procedures.
To have an understanding of the SEN Code of Practice, especially pertaining to social, emotional
and behavioural difficulties.
To be aware of confidential issues linked to home/pupil/teacher/school work and to keep
confidences appropriately.
To be responsible for making and providing resources to be used in schools
