Job Description

JOB TITLE: CLASSROOM ASSISTANT (LEARNING SUPPORT: SOCIAL EMOTIONAL)

Links to: Learning Support Integrators, Phase Leaders and Deputy Head of Primary School

WHO ARE WE?

Nexus is an empowering, learning-focused community. We are one big family, striving to create an honest and open community with our learners, parents and peers. We believe that we have something unique and special here, we are proud to be different in the way we work; and how we teach and learn.

WHO ARE WE LOOKING FOR?

At Nexus, we do things differently. Each member of staff is valued and recognised as a unique individual collaborating as part of a supportive community, to elevate one another with innovative ideas. Our strategies emerge from the collective positive mindsets of our colleagues. You will experience high levels of ownership and empowerment in your role.

JOB DESCRIPTION

Under the guidance of the Learning Support Integrators and Phase Leaders, the Learning Support Classroom Assistant facilitates the learning and development of individuals or groups of learners. The \xe2\x80\x9csocial and emotional CA\xe2\x80\x9d job holder will engage in the targeted and responsive provision for learners who become dysregulated. They are responsible for developing a social and emotional wellbeing programme, making related interventions, and responding to crisis situations swiftly.

ROLE AND RESPONSIBILITIES

Support the personal, social and emotional development of learners

Overseeing intervention programmes put in place by the Learning Support team. This involves:

Setting up individual programmes and designing appropriate schedules

Develop and manage resources for Learning Support initiatives

Carrying out push-in and pull-out interventions with individuals or groups of learners

Assessment and monitoring of progress of learners on the Learning Support roll, including liaising with teachers to gather basic data

Training and supporting colleagues

Help learners to learn as effectively as possible both in group situations and on their own, in particular by:

Clarifying and explaining instructions and provide written and verbal feedback

Assisting in motivating and encouraging the learners as required

Contributing to areas requiring reinforcement or development, such as language development and positive engagement

Promoting independent learning

Respond to crisis situations: when a learner is severely dysregulated, the post holder leaves their timetabled activity and swiftly goes to the affected learner in order to manage the situation.

Provide continuity of adult care of learners, for example, supervising daily playtimes

Assist with basic record-keeping, including collecting evidence of learning on individual learners, such as taking photographs, making observations, carrying out targeted assessments

Attend staff meetings, participate in performance management arrangements and undertake training and development activities

Be willing to attend and become involved in any professional development opportunities and adopt an attitude of professional reflection and continuous improvement

A TYPICAL DAY

No two days are the same in this exciting diverse role. I meet up with the learning support team just before 8am and spend time with the learning support integrators to talk about the plans for the day. I first visit a class engaging in Language Arts; the learners are rotating through reading activities and today I am supporting three learners, who are experiencing social or emotional challenges in school, to integrate into the lesson and develop their self-management skills. After the session, I make some brief notes on their progress to share with the teachers/learning support integrators. I then take a quick break before I go with the learners for their snack time in the cafeteria. I am on duty today, so I will be supervising the children in the cafeteria and once they have finished I will supervise them on the play equipment. Next up, I visit a different year group and withdraw a small group of learners to a common space in the learning hub to make a social-emotional intervention. This particular group of learners have common needs and I get them engaging in a mindfulness session that may help them to self-regulate and develop their skills. After taking the children to the cafeteria for lunch, I have lunch with colleagues from across the school in the staff lounge. In the afternoon, I meet with one of the Learning Support Integrators to review the progress of the children in one of my target groups. We look at the notes I have taken and the assessment data I have collated. After this, I spend the afternoon to support specific learners across the phase on aspects of their collaborative action plans. At the end of the day I help specific children to organise themselves ready to go home or to their after-school activities. Tomorrow after school I help lead a small cookery club. We will be making fruit smoothies.

QUALIFICATIONS AND SKILLS

Minimum O level education and equivalent (as per CPE guidelines), or higher qualification (Eg. Diploma, Degree)

Relevant working experience is desirable

Knowledge of and experience of working with learners with social and emotional needs

Knowledge of and experience delivering one to one and small group intervention programmes for social and emotional needs (e.g., mindfulness, social skills, etc)

A demonstrated and genuine passion for education and a desire to facilitate children\'s learning; a genuine interest and passion for social and emotional development and wellbeing

Possess strong IT skills and knowledge, for example Apple devices and Google applications

Communicate effectively in Standard English both orally and in writing

Establish and maintain positive learning-focused relationships with colleagues, learners and parents

To manage the physical demands of the role (eg: able to lift/carry a child weighing up to 25kg; routinely sitting on child sized chairs, kneeling, bending and crouching)

High standards and expectations for themselves and the learners

Resilient and flexible - no two days are the same!

Nexus International School (Singapore) is committed to the safety and wellbeing of our children and families. Nexus endorses the Convention on the Rights of the Child, which Singapore ratified on 11 December 2008, and establishes a clear policy and guidelines to protect our learners from maltreatment by any person or persons who come in contact with them in any environment.

Nexus International School (Singapore) is an equal opportunity employer. We respect and seek to empower each individual and value the diverse cultures, perspectives, skills and experiences within our school.

Whilst every effort has been made to explain the main duties and responsibilities, the role may be revised from time to time.

Taylor\'s Education Group