Specialist Educator / Teaching Assistant

Specialist Independent Educator to provide 2:1 educational support for a 9-year-old child who will be educated other than at school (EOTAS), which is due to his complex healthcare needs requiring specialist support.

This little boy has an undiagnosed genetic condition causing both medical and physical complexities, as well as a diagnosis of Autism. The successful applicants will be trained to deal with the child's medical needs. He is unable to communicate verbally, however, support will be given so that applicants know how best to understand his needs. Currently, the team are learning BSL (British Sign Language) and it is hoped that the child will also become familiar with this way of communicating. The working days will be on a two-week rotation with Week 1 working days are Thursday and Friday and Week 2 working days are Tuesday and Wednesday. The daily hours are 10:00am to 2:00pm and you will always work with a colleague to ensure the child has 2:1 support always provided.

You will also work at external provisions and further details around these will be discussed with suitable applicants at interview.

The working day will be 10:00am - 2:00pm and will consist of delivering education during term time weeks only between 11:00am and 1:00pm. The additional hours between 10:00am and 11:00am and then 1:00pm to 2:00pm are to provide wraparound support which is to escort the child in his transport from his home address to his provision to deliver his education and then the return journey at the end of the school day. The rota will be issued in advance of your start date.

Rate of Pay & Holidays

· £16.80 per hour and holidays are 5.6 weeks per year, pro rata. Holidays must be taken during school holiday weeks due to this being a term-time only role. A Contract of Employment and supplementary information will detail further terms of employment, including details of the probationary period and payment of wages across the year.

Educational Duties & Responsibilities

Deliver education, therapies and alternative provisions according to EHCP, including:

· Interpreting the child's likes, dislikes, and needs and providing support as needed.

· Intensive interaction approach to develop child's communication skills.

· Hand-over-hand support, when the child can engage, to help the child make links between words and objects/pictures of objects.

· A significantly modified curriculum broken down into very small steps where teaching and learning activities are delivered and adapted to the child's medical and self-care needs following guidance and plans provided by the care team including SALT, Occupational Therapy and CYPS.

· A positive behaviour support approach where the child's individual learning needs are acknowledged and met. This will likely focus on building trusting relationships before introducing specific learning demands.

Close liaison between staff, home and the team around the child, to ensure information is shared about how the child is responding to the medication/care systems in place.

· Constant supervision that ensures any signs of distress or ill health can be identified by an adult and responded to appropriately.

· Keep accurate records of each day, including transport and delivery of education and medical interventions.

· Planning and delivery of daily education as identified in EHC Plan.

· Take the child to alternative provisions as needed., The child is fully TPN dependent (Total Parenteral Nutrition) and while you will not be required to access the central line, you must know how to look after it and what action to take in the case of an emergency.

· Jejunostomy Care & Gastric Care
There is a Jejunostomy tube in situ, this is a soft plastic tube which is placed through the skin into the abdomen of the small intestine. This tube delivers the child's medicine. The gastric post in situ is on free drainage, whilst the Jej port is used to deliver the medication. You will receive training on how to manage the child's gastric care and what action you must take in the case of an emergency.

· Movement
The child is unsafe without support and needs to be monitored constantly to keep him safe. He has SPD and will display sensory-seeking behaviours and you will need to be able to recognise these behaviours and distract him to safety. The child uses his wheelchair to access the community.

· Medication
You will be required to administer medicines following the Care Plan.

· Oxygen
You must be able to confidently manage and fully operate daily oxygen and emergency oxygen. You will also be responsible for advising parents when replacement oxygen needs to be ordered/replenished initially, to pick up this task in due course.

· Equipment
High Flow Oxygen, daily Oxygen, Suction Machine, SATS Monitor, Specialist Chair, Safe Space Den, Wheelchair and DMO suit.

· Monitoring Health
It can be difficult to monitor the child as he is unable to communicate when he is unwell and can deteriorate very quickly. You MUST be confident in the actions which need to be taken; it is of the highest importance that you can recognise the triggers that can cause distress and know how to deal with these situations whilst keeping him safe.

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· SATs Monitor
The child is attached to a SATS Monitor at all times when sleeping.

· Personal Care
The child always requires 100% intensive supervision due to his medical needs and his lack of safety awareness. You will be required to attend to all of his personal care needs.

· SafetyYou are responsible for always ensuring the safety of the child when you are providing his care and support.

· Documenting Care
All care provided must be written down for other members of the care team, as well as parents. This is vital in ensuring healthcare needs are monitored.

· Care Plan
You must always follow the Care Plan and EHCP to ensure that you are supporting the child correctly for all tasks.

· Teaching qualifications or Teaching Assistant qualifications, along with relevant experience.

· Experience of working in a Special Educational Needs School is desirable but not essential.

· Experience of working with Disabled Children with a Special Educational Need would be an advantage.

· An understanding of Autism would be an advantage.

· A full UK Driving Licence is essential.