Job Title Specialist Learning Mentor

Date November 2018

Department Autism Resource

Reports to Head of Autism Resource

Responsible for Providing educational and pastoral support on a individual basis to pupils within the Autism Resource

Purpose of the Role

Delivery of teacher-directed curriculum to pupils within Autism Resource; one-to-one support in both junior and secondary mainstream environments; follow-up support to reinforce mainstream lessons back in the Resource; to record progress.

Pastoral responsibility for one pupil.Work with flexibility, empathy, sensitivity and commitment in a close team environment with adults and pupils in various areas of the school.

Departmental Information

The Autism Resource is a purpose developed unit which currently takes pupils between the ages of 4 and 19 years and is part of an independent mainstream school.

Main tasks and responsibilities Support for Teaching and Learning:

To work in a team environment with adults and pupils in various areas of the school. To deliver a teacher-directed curriculum to pupils on a one-to-one and small group basis. To support pupils one-to-one in both junior and secondary mainstream environments (and at breaks and lunches as appropriate) and to reinforce mainstream lessons back in the Resource. To take part in team meetings and be involved in their outcome

To carry out specialist assessment and observation of pupils on caseload, to contribute to the overall assessment, reporting and to continue autism specific strategies for resource pupils within

the wider school environment and across the curriculum e.g. games, swimming, mainstream lessons, breaks and lunchtimes.

To carry out other activities within the scope of the role e.g. photocopying, displays, recording and monitoring of pupil performance and progress.

Provide formal feedback and produce reports for reviews and statutory assessment if required.

To make a substantial contribution to Individual Education Plans, structured learning programmes, their implementation, monitoring and evaluation.

To use advanced specialist skills and training to support pupils with identified special educational needs to access either all aspects of teaching and learning or specific curriculum areas.

To use advanced specialist skills and knowledge to utilise autism-specific specialist strategies and approaches.

To implement agreed work programmes with individuals or small groups, maintaining good order and keeping pupils on task.

To contribute to, implement and evaluate specific outcomes of curriculum plans, activities, lessons, as appropriate for pupils on caseload, in order to input and/or plan for further lessons.

To use advanced specialist skills and training to support the successful integration of pupils with autism through planned learning activities, modification and differentiation of the curriculum and environment.

To collate evidence and undertake completion of appropriate record keeping to reflect planning, teaching and evaluation.

To support the effective transfer of pupils across transition phases

To share pupil information where appropriate, develop strategies and agree targets.

To complement the professional work of teachers by taking responsibility for agreed learning/integration programmes and activities.To work with other professionals e.g. Speech and Language Therapists, Educational Psychologists, to assess, develop, implement and teach agreed support and education programmes for individual pupils. To use advanced specialist skills and knowledge and model specialist approaches in order to develop the skills and knowledge of the teaching and support staff, to ensure pupil access to teaching and learning.To work with teachers, parents and key agencies to ensure effective and successful integration/inclusion. To make use of a detailed knowledge and understanding of each pupil’s SEN to ensure positive integration/inclusion and pupil progress.

Pastoral Support

To take pastoral responsibility for one pupil. To liaise with and provide feedback to pupils and their parents/carers in relation to progress and development.

To establish productive working relationships with pupils acting as a role model and setting high expectations.

To promote independence and employ strategies to recognise and reward achievement of self-reliance.

To take responsibility for the management of challenging pupil behaviour in line with agreed strategies.

To take a lead role in the pastoral support to pupils and families (as appropriate).

To provide advice to pupils relating to their health, hygiene, social and emotional development needs, as appropriate.

To promote and support the effective transfer of pupils across transition phases.

To challenge and motivate pupils and promote and reinforce self-esteem.

To contribute to risk assessments and ensure effective implementation.

Support for the School

To work in sympathy with the school’s Quaker ethos.

To mark all pupils’ work in line with school policy.

To supervise pupils at snack times, during lunch and on visits and trips as required.

To determine the need for, prepare and maintain general and specialist equipment and resources in the Resource, taking account of pupil’s interest and educational requirements.

To maintain professional relationships with LEAs, other services or agencies, parents and pupils to develop and sustain effective teaching and learning strategies for pupils with autism.

Personal Development

To be aware of and comply with policies and procedures relating to child protection, equal opportunities, health and safety, security, confidentiality and data protection and other policies as appropriate, reporting all concerns to the appropriate person.

To maintain the overall ethos of the school.

To participate in training and other development as required.

To attend and participate in relevant meetings as required.

All Resource staff will be expected to accept reasonable flexibility in working arrangements and the allocation of duties in pursuance of raising pupil achievement.

Person Specification

Educational Attainment

NVQ Level 3 or equivalent.GCSE Maths and English C or above

Essential Experience

Experience of working within a mainstream primary or secondary school.Experience of working children with autism.Experience of working with autism-specific strategies. Experience of working through a team approach

Desirable Experience

Knowledge and Experience

Sympathy with the Quaker ethos of the school.

Empathy, sensitivity, flexibility and commitment to work in a close team environment with adults and pupils.

Respectful of and able to work well with others.Awareness of a range of autism specific strategies and an ability to apply these

sensitively.

Awareness of the needs of children with autism. Willingness to help other members of the team.Ability to use own initiative within set deadlines.

Able to work with children of all ages with autism and with different abilities.Able to work in mainstream or special schools.Able to write records and modify work as directed.Able to liaise with teaching staff, parents and other agencies.

Core Competences

Ackworth School is committed to safeguarding and promoting the welfare of children and young people. All staff and volunteers are therefore expected to behave in such a way that supports this commitment.