Classroom Assistant; Special Educational

SECTION 1 - ESSENTIAL CRITERIA

The following are essential criteria which will initially be measured at the shortlisting stage and which may also be further explored during the interview/selection stage. You should therefore make it clear on your application form how, and to what extent you meet these criteria. Failure to do so may result in you not being shortlisted.

Option 1

Factor
Essential Criteria
Method of Assessment
Qualifications and Experience

Hold a minimum of a Level 2 (or equivalent) qualification in a relevant area obtained through a recognised accredited awarding body.

• Qualification must be at Certificate or Diploma level. Award level is not acceptable.

AND

Have a minimum of 6 weeks experience which has been gained either through working in a formal learning environment or through a placement completed as part of your level 2 (or equivalent) qualification.

OR

Option 2

Have a minimum of 12 months’ experience of working in a formal learning environment.

Sifting by Application Form

Sifting by Application Form and verified at Interview

Knowledge

Demonstrate a working knowledge of:

• Health and safety requirements
• Development needs of children and/or young people.
• Child protection and safeguarding

Skills

Evidence of the following skills to support child-centred learning and assist with the management of the learning environment:

• Effective planning and organising skills.
• Ability to follow agreed systems and plans.
• Ability to work as part of team
• Ability to work flexibly and creatively to help ensure a child-centred learning experience.

Skills

In addition to the above to be appointed to an ASEN Classroom Assistant post you must be able to demonstrate evidence of at least one or more of the following sets of skills obtained in a learning/caring environment with children/young people:

• Undertaking more comprehensive or invasive medical/clinical procedures.
• Assisting pupils with specialist communication needs or sensory difficulties to access the curriculum.
• Working with pupils with challenging behaviour.
• Working knowledge of specific areas of SEN and implications for learning.

• Areas of SEN could include:
• Communication and interaction
• Cognition and learning
• Social, mental and emotional health
• Sensory and/or physical
• Working knowledge of effective strategies to support the learning of pupils with SEN/particular needs.

Behaviours

• Effective and positive communication skills.
• Ability to build positive and supportive relationships.
• Empathy
• Confidentiality

SECTION 2 - DESIRABLE CRITERIA

Some or all of the desirable criteria may be applied by the Selection Panel in order to determine a manageable pool of candidates. Desirable criteria will be applied in the order listed. You should make it clear on your application form how, and to what extent you meet the desirable criteria, as failure to do so may result in you not being shortlisted.

Qualifications

Factor
Desirable Criteria
Method of Assessment
Qualifications and Experience

• Additional training/qualification e.g., Makaton, First Aid, Team Teach training, manual handling training, feeding training
• Level 3 (or equivalent level) qualification in a relevant area.
• Hold a minimum of level 2 passes in English and/or Mathematics, or higher-level qualifications

Experience (options)

• Additional working experience in a formal learning environment.
• Experience of working with a child and/or young person with a specific special educational need/physical disability/ complex medical needs/SLD/PMLD etc.
• Experience of working as a Classroom Assistant with pupils in a particular setting

Further SEN Skills

Other additional skill requirements: for example:

• Ability to use assistive technology
• Ability to proactively support pupils with specific needs (determine need based on individual statement)
• Ability to deal with challenging behaviour
• Ability to use digital technologies to assist in learning and the preparation of resources

DISCLOSURE OF CRIMINAL BACKGROUND

The Safeguarding Vulnerable Groups (Northern Ireland) Order 2007 defines working directly with children or young people or in specified places as ‘regulated activity’.

In the event that you are recommended for appointment to a post that involves ‘regulated activity’,…