GEMS Education Hiring for Learning Support Assistant Job at Dubai Full Time

GEMS Al Barsha National School is seeking a Learning Support Assistant to join their team with immediate effect.

Be involved, throughout the day, with the whole school and class environment where it serves the named pupil’s needs to enable the teacher, who is the lead practitioner, to implement the curriculum and respond to pupils needs. To assist in promoting the learning and personal development of the named pupil and to maintain complete confidentiality on all school matters. Work may be carried out in the classroom or outside the main teaching area.

Key Accountabilities

• Embrace and encourage the ethos and standards of excellence as defined in the GEMS Core Values.
• Ensure the GEMS policies, procedures, and codes of conduct are followed at all times.
• Initiate effort and energy beyond the typical work day, where the tasks require additional commitment.
• Attend staff meetings and serve on committees as required.
• Perform other duties as requested by direct & dotted reporting line managers / supervisors

  Support for pupil

• Supervise and facilitate individual support for the named pupil, with particular reference to IEP targets, ensuring their safety and access to learning activities, including, where appropriate, specialist lessons.
• Working with the named pupil recognizing when it is necessary to make adjustments to planned activities in order to enable a pupil to access the curriculum and/or IEP fully and make progress

• Supervise the named pupil in small group or one to one learning activities in school in or away from the main teaching area if group work is in the named pupil’s interests
• Communicate effectively and sensitively with the named pupil to support their learning, promoting self- confidence and independence

• Assist pupils to develop skills both within the accessible curriculum and on the IEP on a one to one or group setting.

• Encourage the named pupil to interact with others and engage in activities led by the teacher.

• Promote pupil’s self-esteem, independence, academic, physical and social inclusion and acceptance

• Support use of ICT in learning activities and develop pupil’s competence and independence in its use
• Supervise the named pupils at play/leisure breaks, as agreed with the class teacher, at times of transition between lessons and activities, and on arrival to class and before departure.
• Provide informal feedback to the named pupil in relation to progress and achievement under the guidance of the teacher.
• Have realistically high expectations of the named pupil; respect their social, cultural, linguistic, religious and ethnic backgrounds; and be committed to raising their educational achievements.
• Use behaviour management strategies, in line with the school’s policy and procedures.
• Attend swimming lessons, either to be on the side of the pool or to enter the water, as required by the Head of Inclusion and the Head of PE.

• If the LSA pupil is absent report to the Head of Inclusion.

Support for the Teacher

• Contribute effectively to the lessons and assist in setting out learning materials appropriate to planned activity for the named pupil.

• Work within a framework set by the assigned teacher, to plan the LSA’s role in lessons including how they will provide feedback to the named pupil and colleagues on pupils’ learning and behavior
• Monitor pupils’ participation and progress, providing feedback to the teacher, and giving constructive support to the named pupil as they learn. Annotate work re description of support given.
• Record achievement/progress of the named pupil as directed by teacher and Head of Inclusion
• Share with the teacher, colleagues and supporting professionals, issues of concern and positive feedback about the pupil’s welfare and achievements.
• Administer routine tests and invigilate exams and undertake routine marking of pupil’s work as directed by the teacher
• Accompany named pupil on educational visits and take responsibility for the named pupil under the supervision of the teacher
  • Communicate effectively with the named pupil’s parent/s via the LSA communication diary and monthly reports based on IEP targets and outcomes
  • Maintain a file of IEPs, records, minutes and other relevant documents

  Support for the curriculum

  • Undertake structured and agreed learning activities, adjusting activities according to named pupil’s responses

• Understand and refer to learning objectives with reference to the named pupil within the appropriate framework eg Development Matters, Early Learning Goals, National Curriculum or P levels
• Attend relevant meetings required, including with Head of Inclusion, termly Individual Education Plan meetings and CPD.

  Support for the school

  • Ensure the identity of the named pupil and all issues with regard to their needs are confidential
  • Be aware of and comply with policies and procedures relating to child protection, health, safety and security, confidentiality and data protection, reporting all concerns to the appropriate person
  • Be aware of and support differences and ensure all pupils have equal access to opportunities to learn and develop
  • Meet with the assigned classroom teacher(s), colleagues and Head of Inclusion within employed hours to discuss issues relevant to the area in order to improve practice and ensure adequate resource allocation.
  • To take part in training activities offered by the school to further knowledge (within employed hours)
  • Take part in agreed induction programme for new Teaching Assistants in accordance with school’s policy

• Attendance at meetings of the team of Teaching Assistants to discuss issues arising from day-to-day support in the classroom, and identify improvements to the service provided
  • Contribute to the overall ethos/work/aims of the school
  • Set a good example in terms of dress, punctuality and attendance
  • Works in collaboration with other teaching assistants, support staff, administration. Appreciate and support their role.
  • If the LSA is absent they must contact the Deputy Principal directly in line with school policy.

Person Specifications

Qualifications / Knowledge:

• Knowledge of strategies which promote good behaviour and discipline
• Support ethos of the learning environment
• Caring and tolerant
• Ability to acquire further knowledge in order to contribute effectively and with confidence to classes in which involved.
• Understanding of relevant specialist area (e.g. subject area, Key Stage) sufficient to pupils’ learning

Skills:

• Excellent communication and interpersonal skills
• Ability to effectively communicate with pupils, parents and colleagues
• Time management and organisation skills
• Literacy and Numeracy skills
• ICT capability