Learning Support Assistant (Visual Impairment Focus)
Katherine Warington School, Harpenden, AL5 5FH12 days remaining to apply
Start date details
September 2025
Closing date
2 July 2025 at 9am
Date listed
19 June 2025
Job details
Job role
- Teaching assistant
Visa sponsorship
- Visas cannot be sponsored
Subject
- Special Education Needs (SEN)
Working pattern
- Part time
Contract type
- Fixed term
Full-time equivalent salary
- £25,496.00 - £27,115.00 Annually (FTE) £19,055 - £20,265 (actual salary)
Learning Support Assistant (Visual Impairment Focus) job summary
We are seeking a Learning Support Assistant to assist a specific student. The successful candidate will be supported by the SEN team and Specialists in the Vision Impairment Team. The role is working Monday to Friday 8.20am-3.30pm, Term time plus inset days.
PURPOSE OF THE ROLE
The core work of the Learning Support Assistant (LSA) will be driven by the SEN team and supported by Specialists in the Vision Impairment (VI) Team, Children’s Services, Hertfordshire County Council. When not assisting a specific student, the role of LSA for the department will be assumed.
CORE ACCOUNTABILITIES
To support pupils who are blind or partially sighted with direct support and differentiation of curriculum resources.
MAIN AREAS OF RESPONSIBILITY
To work with Subject Teachers and Specialists within the VI Team to establish and promote an inclusive learning environment.
To provide direct support to facilitation access to learning for pupils with VI in lessons, promoting social inclusion and independence.
To implement advice and strategies from Specialists within the VI Team to promote development and independence in lessons, around the school site, on school trips, in line with health and safety guidance.
To produce curriculum resources in a format accessible to pupils with VI and appropriate to their individual needs e.g. Braille, audio, concrete materials/3D models.
To shadow Specialists in the Vision Impairment Team, including Vision Impairment Access Specialists, and receive training in modification of curriculum materials and learning experiences.
To support pupils with VI in their use of specialist equipment in class, developing confidence and independence.
To know or be committed to learn uncontracted and contracted Braille.
To contribute to the monitoring and recording of pupil progress.
To attend and participate in relevant specialist Vision Impairment training.
Whilst we value the skills listed above, we are willing to invest in developing these skills within the right individual who has a passion for supporting learners with VI impairment.
Through the application of specific knowledge and skills:
To support teaching staff in raising standards of attainment for all students (e.g., SEND, EAL, all underachieving groups)
To encourage students to become independent learners through the provision of support for their welfare, facilitating the inclusion of students in all aspects of school life.
To work independently and collaboratively with teaching staff and to assist with the planning cycle and preparation of resources.
OTHER RESPONSIBILITIES
The Learning Support Assistant’s (LSA) main role is to:
provide 1:1 support for students with special educational, social, emotional and behaviour difficulties
ensure that students can integrate as fully as possible in activities undertaken by other students in the class to enable them to make progress
run specific programmes and activities to support students’ individual learning and social needs
be responsible for implementing targets on students’ Individual Education Plans (IEP) in liaison with class teachers and the SENDCo.
Duties will include:
Establishing and maintaining professional positive relationships with students, staff and parents, fostering links between home and school
Developing knowledge of the particular needs of each student, supporting them with learning activities and facilitating independent learning that encourages them to take responsibility for their own learning
Liaising with the SENDCO, teaching staff and external agencies to seek advice on supporting identified EHCP students as Key Workers
Attending planning meetings with the SENDCo to develop learning programmes and assist in the delivery of individual learning programmes to promote learning, behaviour and communication skills
Providing regular feedback to the SENDCo and, where necessary, relevant outside agencies about a student’s difficulties and progress
Preparation of lessons with teaching staff, participating in lesson planning and evaluation/adjustment of lesson plans
Developing and preparing resources for learning activities in accordance with lesson plans and in response to student needs
Delivering learning to individuals and small groups as and when required within agreed systems of supervision
Supporting the teaching of the National Literacy Strategy and National Numeracy Strategy and assisting students in accessing the full curriculum
Contributing to maintaining student records
Supporting students within the inclusion area in small groups and 1:1 settings
Keeping detailed records of timetabled small group and 1:1 learning support sessions, using evaluations of these records to inform future planning
Contributing to the effective and consistent management of student behaviour through the use of positive reinforcements, praise and rewards
Understanding and applying school policies on learning and behaviour, and statutory guidelines relating to disability discrimination and special educational needs.
Respecting and maintaining confidentiality and sensitivity to students’ needs whilst having regard for the school’s safeguarding protocols
Keeping an up-to-date Learning Support Assistant file detailing support for students and strategies
Keeping abreast of developments in working with children with special educational needs.
Attending INSET training sessions and staff meetings
Undertaking a weekly morning break and/or lunch duty, supervising students in and around the school premises
Whilst every effort has been made to document the accountabilities associated with this post, each individual task may not be identified. Although this job description is current, in consultation with the Headteacher, it may therefore be amended to reflect or anticipate changes to the post which are commensurate with the salary and job title.
Person Specification
The post-holder should have:
Experience of working with children with special educational needs in a school setting
GCSE (or equivalent) qualifications in Maths and English (grade 4 or above)
Knowledge and understanding of the different social, cultural and physical needs of students
An interest in how children learn and behave
Appropriate role modelling of behaviour both in the classroom and around school
Empathy towards students who find learning and managing their behaviour difficult
Training in aspects of SEND, i.e., ADHD, Dyslexia, Autism
The post-holder should be able to:
Carry out tasks and responsibilities under the direction of the SENDCo, teaching staff and/or members of SLT
Plan and prioritise tasks and work under pressure
Be productive and show initiative
Communicate effectively and appropriately with students of differing abilities and from different ethnic backgrounds
Motivate students to learn
Assist with the organisation of the learning environment
Work effectively with other adults in the school and wider community
Be a responsible and trustworthy role model
Have patience with children who find conforming to rules and expectations difficult
Demonstrate a clear understanding of how children might behave who find learning new concepts and remembering taught concepts difficult, developing flexible and innovative responses as appropriate
Be computer literate
Professional Requirements
To be aware of and comply with policies and procedures relating to child protection, security, confidentiality and data protection, reporting all concerns to an appropriate person
To adhere to the school’s Health and Safety policy including risk assessment and safety systems
To adhere to the school’s policy on equality and diversity
To contribute to the overall ethos/aims of the school
To deploy behaviour management strategies in line with the school’s policy and procedures
To appreciate and support the roles of other professionals
To participate in training opportunities and professional development as required
To be responsible for promoting and safeguarding the welfare of children and young people within the school
Commitment to safeguarding
Our organisation is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults. We expect all staff, volunteers and trustees to share this commitment.
Our recruitment process follows the keeping children safe in education guidance.
Offers of employment may be subject to the following checks (where relevant):
childcare disqualification
Disclosure and Barring Service (DBS)
medical
online and social media
prohibition from teaching
right to work
satisfactory references
suitability to work with children
You must tell us about any unspent conviction, cautions, reprimands or warnings under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975.
Applying for the job
This school accepts applications through their own website, where you may also find more information about this job.
CVs are not accepted.
About Katherine Warington School
- School type
- Free School, ages 11 to 19
- Education phase
- Secondary
- School size
- 923 pupils enrolled
- Age range
- 11 to 19
- Ofsted report
- View Ofsted report
- School website
- Katherine Warington School website
Katherine Warington School is a new comprehensive, co‐educational and non‐denominational academic secondary school (opened September 19) with 750 students currently (180 in each of years 7, 8, 9 and 10 – these year groups are already oversubscribed). The school will add a
further 180 students in each subsequent year and then open a 250 strong Sixth Form. By 2025 we will have grown to our capacity of 1,150 students. The school was established through the partnership of the Harpenden Secondary Schools Trust, which includes the three outstanding
schools in Harpenden: Roundwood Park, St George’s and Sir John Lawes and additional partners: the University of Hertfordshire and Rothamsted Research Centre (a world leading non‐profit agricultural science research centre).
Further details about the school, including our prospectus and virtual tour, can be found on our website: www.kwschool.co.uk
School location
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