Learning Support Assistant - Complex Care

Job Title - Learning Support Assistant - (Complex Care)
Contract Type -Permanent
Working Pattern - Full Time, Term Time Only
Pay Scale -£23,000 - £29,000 (already pro-rata’d)
Role Purpose
The Learning Support Assistant - (Complex Care) plays a vital role in delivering high-quality, person-centred support to students with complex care needs within an Alternative Provision setting. This role exists to ensure that vulnerable learners with significant barriers to learning receive the tailored educational, physical, and emotional support they need to access the curriculum, develop independence and achieve meaningful outcomes.
Working as part of a multidisciplinary team, the postholder will lead by example in delivering adapted learning activities, implementing care routines, and using specialist strategies to promote communication, engagement and wellbeing. They will also contribute to the development of inclusive practices across the provision and collaborate with families and professionals to ensure a consistent and holistic approach to support.
This role requires a compassionate, skilled and resilient practitioner who is committed to safeguarding, inclusive education and improving the life chances of students with complex needs.
Context of cohort:
The learners you will be working with have a diagnosis of ASD or Global Delay and have sensory needs. Most of our learners need support with self and intimate care. We support our learners with transport and keeping safe in college and the community. All our learners are working within pre KS1 or KS1 Curriculum level for English and Maths. They are well supported by visuals and have communication needs. Our learners need sensory and well-resourced practical activities and are developing skills of working in a group to ensure social development but also benefit from the availability of quiet spaces and 1-1 activities.
Key Responsibilities
Specialist Student Support

• Provide high level support for students with SLD and complex medical or physical needs, both in small groups and individualised programmes.
• Implement and monitor personalised care and learning plans in collaboration with teaching and clinical teams.
• Support students with personal care, feeding, mobility and medical routines, always ensuring dignity and safety.

Learning and Engagement

• Adapt and deliver learning activities to meet a wide range of sensory, cognitive and communication needs.
• Use specialist strategies and tools such as Makaton, PECS, sensory resources and structured routines to promote engagement and progress.
• Encourage independence, communication and emotional regulation through consistent and supportive interactions.
• Contribute to the assessment and monitoring of student progress, maintaining accurate records.

Team Collaboration

• Work closely with teachers, therapists and external professionals to ensure a coordinated and holistic approach to student support.
• Contribute to planning, assessment and review process, including EHCP reviews and multi-agency meetings
• Attend student home visits when required
• Mentor and support junior staff, modelling best practice in care and learning support.

Health, Safety and Wellbeing

• Follow all safeguarding, health and safety and medical protocols with precision.
• Maintain accurate records of care routines, interventions and student progress.
• Promote a calm, safe and inclusive environment that supports the wellbeing of all students.
• Implement strategies to support behaviour, including the use of agreed positive handling techniques, in line with the provision’s policy and training (e.g., Team Teach or equivalent).

Skills and Abilities

• Specialist knowledge of severe learning difficulties (SLD) - complex medical needs and associated care routines.
• Adaptability - in responding to a wide range of learning and care needs in a dynamic and sometimes challenging environment.
• Effective communication skills - including the use of alternative and augmentative communication (AAC) methods such as Makaton, PECS or communication aids.
• Empathy and Patience - when working with students who may have limited verbal communication. Sensory processing differences or behavioural challenges.
• Teamwork and Collaboration - with teaching staff, therapists and external professionals to ensure consistent and coordinated support.
• Initiative and Problem solving – in adapting learning materials and care strategies to meet individual needs.
• Organisational skills – to manage multiple responsibilities, maintain accurate records and support the smooth running of the classroom or care environment.
• Commitment to safeguarding - promoting the welfare of vulnerable children and young people.
• Resilience and Emotional Maturity - to manage the physical and emotional demands of the role.

Experience and Qualifications
Essential

• Experience in an Specialist educational setting
• Training in manual handling, medical procedures e.g. gastrostomy care or positive behaviour support.
• Substantial experience supporting children or young people with SLD and complex care needs.
• Confidence in delivering personal care and supporting medical routines.
• Excellent communication, teamwork and problem-solving skills.
• Commitment to inclusive education and improving outcomes for vulnerable learners.
• A nurturing, patient and resilient approach.
• Level 2 qualifications or above in both English and Maths (e.g., GCSE grade C/4 or equivalent)

Desirable

• Experience with PECS, Makaton, BSL or AAC systems.
• First aid training.
• Knowledge of EHCP processes and writing support plans.
• Relevant qualifications e.g. Level 2 in supporting Teaching and Learning, Health and Social care
• Full UK driving licence, with access to own vehicle

Behaviours and Attitudes

• Empathy: Foster a supportive environment that encourages understanding and compassion among students and staff.
• Integrity: Uphold honesty and strong moral principles in all interactions and decisions.
• Resilience: Encourage students to develop coping strategies and the ability to bounce back from challenges.
• Trust: Build a culture of trust where students feel safe to express themselves and take risks in their learning. 
• Authenticity: Encourage students to be true to themselves and embrace their individuality. 
• Commitment: Instill a sense of dedication to personal growth and the learning process. 
• Honesty: Promote transparency and truthfulness in all communications and assessments. 
• Enjoyment: Create a joyful learning environment where students find pleasure in their educational experiences. 
• Learning: Encourage a lifelong love of learning and curiosity about the world. 
• Respect: Cultivate an atmosphere of mutual respect among students, staff, and the wider community. 

Declarations
We aim to create and maintain a safe environment and community where all young people and adults feel safe, secure and valued. We work hard to create strong relationships and show a commitment to safeguarding all young people.
Our work is classified as Regulated Activity as defined in the Safeguarding Vulnerable Groups Act 2006 (SVGA). This role will include regular contact with Children 121 or group setting.  This includes those that could be classified as vulnerable and both an understanding of and experience in adhering to UK safeguarding legislation is required.
Further information relating to our Safeguarding, Child Protection, Ex-offender or Safer Recruitment policies are available upon request.
All applications are assessed on an individual basis in relation to the Rehabilitation of Offenders Act (ROA) 1974.
This post will require the successful candidate to complete our Disclosure Barring Service, Vulnerable Child and Adult register checks as well as reference checks. We may also carry out additional online searches such as social media as part of the selection process.