Job Description

Primary Teaching Assistant

Including SEND responsibilities

Core Responsibilities

• Lead small-group phonics sessions with pupils.
• Work closely with the class teacher to understand lesson requirements and the specific support needed for identified groups of pupils.
• Support pupils by clarifying instructions; enabling the use of equipment and materials; motivating and encouraging participation; supporting positive behaviour; and helping pupils to concentrate on and complete assigned work.
• Assist with the teaching of reading, writing, speaking, spelling, handwriting, presentation, mathematics and other curriculum subjects, while building confidence and self-esteem.
• Provide teachers with relevant feedback about pupils’ learning and progress.
• Liaise with teachers about pupils with specific learning needs or emerging learning concerns.
• Undertake break-time, lunchtime, playground and other supervisory duties as required by the school.
• Accompany and support pupils on school trips, educational visits and off-site activities, ensuring their safety, wellbeing and inclusion.
• Be flexible and willing to be deployed across different classes, year groups and areas of the school according to operational needs, under the direction of school leadership.
• Carry out administrative and supervisory duties efficiently and conscientiously.
• Act in accordance with school policies, particularly the Staff Code of Conduct and Safeguarding  Policy

Additional Responsibilities – SEND and Inclusion

• Support pupils with special educational needs and disabilities (SEND), including autism (ASD), ADHD, dyslexia, dysgraphia, dyscalculia and other learning differences.
• Work with the Head of Inclusion, class teachers and Learning Support staff to implement Learner Plans, Individual Education Plans (IEPs), agreed strategies and reasonable adjustments.
• Adapt instructions, resources and activities for different learning profiles, processing speeds, communication needs and levels of independence.
•  Provide targeted individual and small-group support in phonics, literacy, numeracy and executive functioning skills, as directed.
• Support attention, organisation, emotional regulation, social communication and transitions throughout the school day.
• Use consistent routines, clear expectations, visual supports and positive behaviour and regulation strategies.
• Observe and record progress, engagement and barriers to learning; share feedback with teachers and the Head of Inclusion.
• ·Promote independence, confidence and self-advocacy, avoiding unnecessary reliance on adult support.
• Maintain confidentiality and follow safeguarding, inclusion and behaviour policies.

Essential Qualities and Experience

• Experience working in an English-language school or educational environment.
• Excellent verbal and written communication skills in English.
•  A genuine commitment to supporting children’s confidence, understanding and progress.
• Ability to communicate effectively with pupils, parents and colleagues and work collaboratively.

• Experience supporting pupils with SEND, particularly autism (ASD), ADHD, dyslexia or other specific learning differences.
• Understanding of inclusive classroom approaches and the ability to scaffold learning appropriately.
• A patient, flexible and empathetic approach, with consistent professional boundaries.
• Commitment to the safeguarding and wellbeing of all members of the school community.
• Possession of a valid, up-to-date permit authorising work in Switzerland.

Desirable Qualities and Experience

• Experience delivering targeted individual or small-group interventions, particularly phonics, literacy and numeracy.
• Experience implementing Learner Plans or IEPs and monitoring progress against targets.
• Knowledge of positive behaviour support, emotional regulation and approaches that promote independence.
• Experience supporting sensory communication or executive functioning needs.
• Relevant SEND or neurodiversity training and a willingness to undertake ongoing professional development.

ISP Principles

Begin with our children and students. Our children and students are at the heart of what we do. Simply, their success is our success. Wellbeing and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding

and Health & Safety issues and acting and following up on all concerns appropriately.

Treat everyone with care and respect. We look after one another, embrace similarities and differences and promote the well-being of self and others.

Operate effectively. We focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community.

Are financially responsible. We make financial choices carefully based on the needs of the children, students and our schools.

Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement.

ISP Commitment to Safeguarding Principles

ISP is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. All post holders are subject to appropriate vetting procedures, including an online due diligence search, references and satisfactory Criminal Background Checks or equivalent covering the previous 10 years’ employment history.

ISP Commitment to Diversity, Equity, Inclusion, and Belonging

ISP is committed to strengthening our inclusive culture by identifying, hiring, developing, and retaining high-performing teammates regardless of gender, ethnicity, sexual orientation and gender expression, age, disability status, neurodivergence, socio-economic background or other demographic characteristics. Candidates who share our vision and principles and are interested in contributing to the success of ISP through this role are strongly encouraged to apply.