SEND Learning Support Assistant



We are currently seeking an experienced SEND LSA to work 1:1 with a year 7 child alongside our fantastic team of staff. The primary aims of the role will be to assist this child with communication during lessons, to help support them during unstructured times, to help class teachers with differentiation for them, and to liaise with outside practitioners and our Speech and Language Therapist as necessary. 

The successful candidate will be up to date with welfare and safeguarding practices,  have a good understanding of ASD and other communication differences, and substantial experience working within a SEND school environment. They will be accepting, kind and resilient, with the ability to form solid relationships with pupils. They will be observant of the pupil they are supporting, in order that they can read their non-verbal cues. They must be adaptable, honest, and committed to promoting the ethos and values of the school, to upholding Social Arts for Education’s commitment to safeguarding and equality, and to maintaining confidentiality.


Knowledge of Signalong or the Nuffield Dyspraxia Programme would be an advantage, but is not essential, as training will be given where necessary. 


Further details:

Starting Salary – £20,000 pro rata (term time only, 36 hours per week)

Holiday entitlement – 6 weeks paid holiday (exclusive of bank holidays), however holidays must be taken outside term time.


The role is varied, but is initially primarily designed to support one pupil. The main responsibilities of the role are centred around this, however the post holder may be required to undertake other duties appropriate to the level of the role, as directed by the headteacher, SENCo or line manager. The principal duties within the role are as follows:

  • Involvement in the planning and delivery of transition to SAFE from primary school for an individual pupil
  • Working closely with the Speech and Language Therapist to implement interventions and strategies for an individual pupil, to work towards the outcomes on their EHCP
  • Differentiation of work for the child according to input from the Speech and Language Therapist
  • Supporting an individual pupil during transitional points of the day, ensuring they always know what to expect
  • Creating social stories and resources to help an individual pupil overcome their anxieties around changes
  • Involvement in the delivery of group social interaction sessions
  • Working with class teachers to raise the learning and attainment of an individual pupil
  • Promotion of the pupil’s independence, self-esteem and social inclusion by working towards outcomes on the pupil’s EHCP
  • Supporting the pupil, individually or in groups, so they can access the curriculum, take part in learning and experience a sense of achievement
  • Supporting the pupil, individually or in groups, so that they are able to succeed in social interactions, and build their confidence, self esteem and friendship group
  • Demonstration of an informed and efficient approach to teaching and learning by adopting relevant strategies to support the work of the teacher and increase achievement of the pupil
  • Promoting, supporting and facilitating inclusion by encouraging the pupil to participate in learning and extracurricular activities
  • Use of effective behaviour management strategies consistently in line with the school’s policy and procedures
  • Organisation and management of teaching space and resources to help maintain a stimulating and safe learning environment
  • Contributing to effective assessment and planning by supporting the monitoring, recording and reporting of the pupil’s performance and progress as appropriate
  • Reading and understanding lesson plans shared prior to lessons, if available
  • Preparation of plans for interventions and learning that are considered ‘outside of the classroom’
  • Logging of interventions delivered
  • Use of area(s) of expertise to contribute to the planning and preparation of learning activities, and to plan their role in learning activities
  • Use of allocated time to devise clearly structured activities that interest and motivate learners and advance their learning
  • Attendance at all required training days 


We deliver a curriculum with a strongly therapeutic emphasis in a nurturing, calm environment, to support the social, emotional and mental health needs of our pupils, many of whom are recovering from bullying, or have suffered other adverse childhood experiences. Most also have a diagnosis of ASD or a related condition. 

Social Arts for Education is committed to safeguarding and promoting the welfare of its young people. The LSA will be required to safeguard and promote the welfare of children and young people, and follow school policies and the staff code of conduct. This post will be subject to an enhanced DBS check. We are an equal opportunities employer and welcome applications from all sections of the community.


The post holder will be expected to undergo training to support the mental well being of children with SEMH (social, emotional and mental health difficulties), in addition to training specific to the support their allocated pupil will require.

Further information regarding this position, including an application pack, can be found by following the links below. Please be sure to read through all available documents. Please do not return the self-disclosure form to us – we will only ask to see this from candidates who progress beyond the interview stage.

SEND Learning Support Assistant job description and person specification

Staff Self-Disclosure Form

Classroom roles application form

GDPR Privacy Notice for all Job Applicants

Child Protection Statement

Applications may be submitted in one of three ways:

  • online via our webform, accessed via the button at the top of the page,
  • by post, to Annabel Leaver, Social Arts for Education, 253 Eltham High St, London SE9 1TY, or
  • via email, to





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