Disability jobs in United Kingdom

Repton Al Barsha is looking for a passionate and dedicated full time individual EAL assistant to join the team for immediate start.

Repton Al Barsha currently educates students from Nursery (FS1) to Year 11 and will be growing year on year through to Year 13. We are a well‑resourced Apple Distinguished School with exceptional sporting facilities, seeking to achieve the best from every pupil both academically and in extra‑curricular activities which is a key aspect of the school program.

The school was rated very good with several outstanding features in the most recent DSIB inspection. Repton Al Barsha boasts state of the art facilities and offers the academic rigour of the UK National Curriculum within an inclusive family environment. The school is built on the twin foundations of academic excellence and the highest standards of pastoral care.

• To assist and support a pupil with additional learning needs in a one to one capacity.

• Provide 1:1 support for the identified pupil across all areas of the curriculum
• Ensure that the pupil can integrate as fully as possible in the activities generally undertaken by the other children in the class
• Contribute to the child's overall progress in all areas of the curriculum
• Take responsibility for implementing the targets outlined on the pupil's Individual Education Plan (IEP) in liaison with the class teacher and Head of Inclusion

• Provide learning support for the pupil within the classroom and in withdrawal situations, either 1:1 or small groups
• Develop knowledge of the particular needs of the child and seek advice from the Head of Inclusion, class teacher and external agencies
• Aid access to the full range of learning experiences both inside and outside the classroom and provide modified materials as required
• Make or modify resources as suggested and advised by the Head of Inclusion and class teacher
• Be involved in the planning and preparation of day to day class activities
• Organise and maintain an inclusive learning environment both in the classroom and outside
• Motivate and encourage the pupil in all lessons
• Provide positive praise and reinforcement
• Facilitate inclusion in small group activities with peers and support interaction between them
• Positioning in the classroom to promote learning and independence
• Complete check‑out tasks before leaving each day, e.g. write up daily notes and possible smart target
• Provide weekly feedback to parents in the format of two stars (what worked well) and one smart target (area of improvement); this will be sent out before 1 pm on Fridays

• Work as part of the team to ensure that the well‑being and personal development of the pupil enhances their learning opportunities and life skills
• Attend planning meetings with appropriate staff to develop individual learning programmes
• Provide regular feedback to the class teacher and Inclusion Teacher regarding the pupil's progress
• Take an active role in the creation of the child's individual targets on their IEP
• Contribute to the pupil’s termly review meetings

• Foster links between home and school
• Understand and apply the school policies on learning and behaviour, and the statutory guidelines relating to disability discrimination and special educational needs
• Maintain confidentiality and sensitivity to the pupil’s needs but have regard to the safeguarding procedures of the school
• Carry out additional duties as directed by the Head of Inclusion
  Qualifications & experience
  • CELTA/DELTA (Cambridge) – if working with adults or in language schools (desirable)
  • TESOL/TEFL certificates – accepted in many international or independent schools
  • CELTA (Certificate in Teaching English to Speakers of Other Languages) (desirable)
  • TESOL/TEFL certificate (minimum 120 hours) (desirable)
  • Classroom experience (general teaching or specific to EAL/ESL learners) (necessary)
  • Experience working with multilingual learners or students from diverse cultural backgrounds is often required
  Professional conduct
  • Ensure to follow the school's dress code:
  • Men should wear a collared shirt, tie and tailored trousers. A jacket should be worn for school events, assemblies and parents’ evenings. Men should wear leather shoes.
  • Women should dress modestly, ensuring that knees and shoulders are covered, with appropriate business dress (skirt, dress, tailored trousers and a smart shirt, blouse, top or jumper). Clothes should not be tight fitting. Shoes should be closed‑toe. A jacket should be worn for school events, assemblies and parents’ evenings.
  • Tattoos should be covered up for work. Piercings should be of a conservative nature; covered up or removed for work.
  • Staff must be punctual with school timings:
  • Foundation Stage 7:30 am – 2:30 pm
  • Junior / Senior School 7:30 am – 3:30 pm
  • Staff should not use their mobile phones whilst children are in the classroom or in the corridors, unless there is a medical or other type of emergency.

  The school reserves the right to interview and appoint strong candidates before the official closing date, and therefore we encourage candidates to apply early in the process.

  Cognita and the Repton family of schools is totally committed to safeguarding the welfare of children and young people and expects the same from its employees. All new staff will be subject to detailed and enhanced pre‑employment clearance, including identity checks, criminal background checks for all countries lived in, qualification checks, employment checks to include an exploration of any gaps in employment, and satisfactory reference checks for all employment in the last five years.