Student Support Assistant (Primary station - Springfield)

Saint Albans, East of England, United Kingdom Oaklands College Ready to provide student support across the 3 areas? (Springfield, Supportive Learning and Foundation into Vocation)

An exciting opportunity has arisen at Oaklands for Student Support Assistants to provide academic and holistic support to young adults (aged 16-24), all of whom have disabilities, learning difficulties and complex support requirements.

NOTE: We are looking for passionate Student Support Assistants who will work across the three areas (Springfield, Supportive Learning and Foundation into Vocation), with one designated as your primary post.

In this position, you will present concepts and information clearly, and appropriately, to meet the needs of individual students' ability to work effectively, ensure that students are actively working towards SMART targets derived from outcomes stated on their EHCP and support students with complex behaviours in working towards reducing occurrence of these behaviours and developing an ability to "self-regulate" their own emotional state. You will also be responsible in supporting students in developing independent living skills in the community whilst demonstrating an understanding of their specific needs, considering them as a unique individual at all times

The ideal candidate would have the ability to use own initiative, a good standard of general education and strong verbal and written communication skills.

You should be proficient in Microsoft Office and capable of managing multiple priorities effectively. Previous experience is essential, along with a commitment to providing high-quality working with adults having disabilities and or/learning difficulties.

Your Day-to-Day Impact at:

Springfield

• All students have 1:1 support at all times
• Students are working at, or towards, pre-entry milestones.
• Students may present with more complex behavioural or medical needs (in comparison to Supported Learning). Staff may be responsible for administering medication and carrying it on behalf of the student(s).
• Students may present with a high degree of personal care need. Many students are non-ambulant and/or non-verbal and benefit from a sensory/intensive interaction-based programme of learning.
• Students may be grouped according to their diagnosis or support needs (for example, within the Focus classes, where all students have a diagnosis of autism)
• Students are working towards very differentiated, specific targets, based on their own needs, with a view to increased independence (including work and voluntary placements) in the future where this is a realistic outcome.
• Students may present with a higher degree of difficult or challenging behaviours on occasion.

Supportive Learning

• 65% of students have 1:1 support; others have a lower level of support.
• Students are working at or towards entry levels 1, 2, and 3.
• Students are working towards targets based around living and working more independently in the future.
• Students may undertake accredited qualifications in mathematics, literacy, ICT, art, and life skills.
• Students may not be grouped according to their diagnosis or support needs. Instead, students may be grouped according to their working academic level (for example, a class of students whom are all working at entry level two) so that they can support each other with group tasks.
• Some students may present with a high degree of difficult behaviour(s) on occasion.

Foundation into Vocation

• Students are working towards Entry level 3, and GCSE levels.
• Students will be working towards improving their life skills, including becoming more independent.
• Students will be predominately grouped according to their social skills and appropriate peer groups to help them develop meaningful friendships.
• Most students will struggle with mental health, low self esteem and low confidence, so require a soft and nurturing approach.
• Some students may present with a degree of difficult behaviour(s) on occasion.
• Some students are 1:1 due to mental health related safeguarding concerns.

Academic Classroom based responsibilities

• To ensure that students are actively working towards SMART targets, derived from outcomes stated on their EHCP, working with the session tutor to ensure that these targets are relevant and meaningful to the individual
• To work with the tutor to ensure that notes and observation comments relating to individual students are correctly stored on college monitoring software
• To contribute to the EHCP review process, providing evidence of progress towards targets and outcomes
• To work with the session tutors to devise new targets as required
• To work with the personal tutor to ensure that student risk assessments are current, reflecting the current presentation of the young person, and to ensure that guidance/direction on these risk assessments are followed at all times
• To lead activities on an informal basis in the event that the session tutor is called away temporarily
• To support students with speech and language difficulties with their daily communication needs, working in conjunction with the speech and language therapy team
• To develop an effective working relationship with the students, demonstrating an understanding of their specific needs, considering them as a unique individual at all times
• To work effectively with your Student Support Assistant colleagues, ensuring that approaches used are consistent throughout the day
• To support the tutors with the preparation, upkeep and organisation of resources.
• To communicate on a daily basis with the class tutor(s) to ensure that concepts and information are presented clearly, and that any student related issues are identified.
• To support students with complex behaviours in self-managing their own behaviour whilst in class
• To work with the tutors to assess potential Oaklands College students within our classes, and to contribute towards these assessment reports and funding applications
• Assist students in all classroom based activities e.g. worksheets, cookery sessions, art sessions, numeracy and literacy, music activities
• Assist students working on practical tasks.

Holistic "out of class" responsibilities

• To work under the supervision and direction of the nursing team in order to administer medication and support a named individual in managing their own medical needs (if applicable)
• To support the class tutor in ensuring that students with mobility difficulties are supported effectively when moving around the site or when off-campus. This may include pushing wheelchairs for non-ambulant students.
• To demonstrate an effective working knowledge of, and to follow, the safeguarding policy at all times: ensuring vigilance throughout the working day, and passing on any concerns to the relevant person in a timely manner
• To support students in developing independent living skills in the community (such as road safety skills, functional use of money, safe use of community facilities)
• To support students with their personal care needs; this can range from full changing/hoisting for wheelchair users, through to prompting students to wash their hands, depending on the needs of the individual
• To support the delivery of therapeutic programmes; physio, daily exercise routines (if required by the individual concerned)
• To undertake specialist medical training if required, depending o