The post holder will primarily provide targeted intervention support to high needs students on Further Education (FE) study programmes. This support could take place both in-class and out-of-class.
They will provide study support and be scheduled to work with an identified caseload of high needs learners at the direction of the SEND Lead Practitioner. They will support transition activities in and out of college. They will collate information from a range of sources and share this with colleagues to aid the evaluation of progress reviews and annual reviews of EHC Plans.
This is a term-time role working 37 hours per week, 38 weeks per year.

EDUCATION & TRAINING

• A qualification at Level 3 (e.g. A Level or NVQ 3)
• GCSE 5 – 9 or equivalent level 2 qualification in Maths or be prepared to pass a test prior to interview to demonstrate level 2 ability and then if appointed achieve within an agreed timescale
• GCSE 5 - 9 or equivalent level 2 qualification in English or be prepared to pass a test prior to interview to demonstrate level 2 ability and then if appointed achieve within an agreed timescale

EXPERIENCE

• Substantial experience in supporting students with disabilities and/or learning difficulties in post-16 education.
• Experience working with Education Health and Care Plans and other forms of disability related evidence.
• Knowledge of a variety of techniques to support the learning of students and experience of implementing these.
• Awareness of EHC Plans and their use within post-16 education
• Ability to write reports and summarise key information.
• Experience of mentoring/buddying a colleague.
• Knowledge and experience of safeguarding issues is desirable but not essential
  For an informal discussion about the role, please email recruit@bradfordcollege.ac.u

• Providing specialist non-teaching support in-class for high needs ALS learners as identified by the local authority and assessed by the SEND and ALS department.
• Providing specialist non-teaching 1:1 support out-of-class to high needs ALS learners.
• Working with local schools to support the transition of SEND students into college, deputising attending annual reviews where appropriate.
• Supporting the preparing for adulthood agenda by promoting an aspirational culture in terms of life after college, including further learning, vocational training, employment or independent living, in line with desired EHC Plan outcomes;
• Encouraging the development of independence and personal decision making where appropriate;
• Liaising with local employers and organisations to secure suitable placements in conjunction with the curriculum team.
• Carrying out a detailed job analysis of potential placements to ensure suitability for individual students.
• Providing on-the-job support to students in integrated work settings to encourage them to become competent and independent.