Female Learning Support Assistant - ACGHD

The LSA/TA will be responsible for supporting a 10 year old autistic child to engage with her alternative provision educational package, as listed below-

They will remove the pressure or demand for her, so she does not feel overwhelmed by being the sole focus of 1-1 interactions.
They will advocate for her and support her to unmask around other adults.
They will support her with transitions between learning activities.
They will offer co-regulation and identify when she is overwhelmed in situations where she is unable to.
They will provide a safe and calm space/person for co-regulation and supervision if she becomes overwhelmed during any of the package, including lunch and break times, and is unable to engage for a full session.
They will support her to safely access workshops and learning opportunities within the local community.
They will reduce anxiety for her so that she can fully engage cognitively with learning.
They will enable a flexible and responsive package, as the key adult will be the consistent learning environment and available coregulating adult for her even on days when she is unable to access anything else/leave the house.
They will support her to engage with other key adults' longer term, with an aim to slowly reduce reliance on a single key adult and work towards for example a job share or a daily rota. This should always be implemented with her input.
They will initially provide transport (either in a car, on the bus or in a taxi) until she is able to travel in a taxi without 1-1 support.

This young person is autistic has a full time EOTAS package following a mental health breakdown due to autistic burn out because of unmet need in mainstream education. They have a good understanding of their sensory profile and educational needs. They have good verbal and written communication and can learn well in the right environment. They present with a Demand Avoidant Profile which means formal teaching and learning is challenging. They thrive in a low demand, interest led environment. They love cooking, crafting, YouTube, playing games, animals and reborn dolls. They need lots of movement to support their engagement and are waiting an ADHD assessment. They have sensory processing differences and can be hypersensitive to noise, taste and touch, whilst having hypo sensitive interoception. They require a relational approach to learning and are not able to learn in an authoritarian environment or one which creates a power imbalance between adult and child. They are caring and, You will be required to take and maintain safeguarding training
You must have a good understanding of neurodivergence and be committed to delivering or learning more about 'neuro affirming practice'
You will be able to offer a low demand environment which follows the lead of the young person
You will be able to communicate with young people respectfully and to follow their lead
A full clean driving licence would be beneficial but not essential
You will need to be able to write risk assessments or be willing to learn

This advert will close once a suitable candidate is appointed.

At the time of starting their employment, the successful candidate must have permission to work in the U.K.

sensitive and do not like to upset people. They are slowly learning to unmask but still struggle to communicate their needs and wants to people who they do not feel safe around.

At present they are engaging fully in their educational package, with support from their current LSA. The LSA supports them to access their 1-1 tuition and to work towards some AQA awards covering practical skills.

The young person will be part of the recruitment process and will be present at interview. They have said that they want to work with a female, who has a good sense of humour and doesn't 'treat me like a kid'.

In the past they have engaged best with neurodivergent adults (either diagnosed or self-identifying) who can discuss their own ADHD and autism with her.

She is currently finding Monday mornings challenging so it is anticipated the week will start in the young persons home (in Chopwell) at 9am, to support her out of the house. The rest of the week she has been managing to get to her private learning space in the Bank for 9am