Model Person Specification – Support Assistant Level 3

Part A: Application Stage
The following criteria (experience, skills and qualifications) will be used to short-list at the application stage:

Essential

1	Good communication skills and the ability to act on information, advice and support and to follow direction.	
2	Experience of supporting children with severe, profound and complex learning disabilities and ASD in a learning environment	
3	Willing and able to implement therapy and initiate care plans under the direction of the Teacher/Therapist	
4	To have Level 2 Basic Skills (Literacy/Numeracy/IT) or equivalent competency	
5	To be physically fit and able to participate in the following activities:
Moving and Handling
Hydrotherapy/Swimming
Rebound Therapy
P.E.
Personal Hygiene and Intimate Care routines 	
6	Excellent Health and Attendance	
7	Basic IT skills including the following:
Use of software packages e.g. Microsoft Office, ability to access website/emails, download and import photographs into documents	
8	Willingness to be trained to competencies to carry out health procedures/administer medication 	
9	To have a positive and problem solving approach with high expectations for our children.	
10	All applicants must be able to work 37 hours per week, from 8.30am – 4.30pm (Mon – Thus), 8.30am – 4.00 (Friday). Hours are term time only.	
11	Level 2 Supporting Teaching and Learning in School or equivalent 	

Desirable

1	Experience of classroom organisation	
2	Experience as working as a member of a team	
3	First Aid Training	
4	To have a portable Enhanced DBS	
5	Knowledge and experience of using AAC e.g. Makaton/VOCA/On Body Signs	
6	Level 3 Supporting Teaching and Learning in School or equivalent 	

Part B: Assessment Stage

Essential
1	Giving relevant feedback to the Teacher regarding the social, emotional and physical needs of the pupils thus offering the teacher support in their assessment.	
2	Able to establish effective communication and relationships with the staff and children	
3	Able to work effectively as part of a team and understand the importance of passing on and acting on information.	
4	Able to demonstrate high standards of professional conduct at all times and the need for discretion and confidentiality. 	
5	Able to carry out and report on systematic observations of pupils’ knowledge, understanding and skills.	
6	Able to support the intimate care needs and nutritional health needs of pupils.	
7	Giving relevant feedback to the teacher regarding the social, emotional and physical needs of the children thus offering the Teacher support in their assessments.	
8	Able to systematically and carefully observe pupils and be responsible for supervising pupils alone in small group activities, 	
9	Able to work within and apply all relevant school policies and schemes of work.	
10	Committed to achieving further professional development	
11	Appropriate behaviour and attitude towards safeguarding and promoting the welfare of children and young people including: 
•	emotional resilience in working with challenging behaviours
•	attitude to use of authority and maintaining discipline.
•	able to work in partnership with other agencies	

Desirable

14	Knowledge of SEN Code of Practice	

The following methods of assessment will be used:

Method		Method		
Interview	Yes	Presentation	No	
Lesson Observation	No	Structured discussion with pupils	No	
Other (specify)	Yes/No	Other (specify)	Yes/No	

Part C: Additional Requirements
The following criteria must be judged as satisfactory when pre-employment checks are completed:

1	Enhanced Disclosure and Barring Service check.	
2	Additional criminal record checks if applicant has lived outside the UK	
4	Medical clearance	
5	Two references from current and previous employers (or education establishment if applicant not in employment)