Midday/Lunchtime Assistants x2

Skills and qualities

• Patience and understanding – remaining calm, supportive and reassuring when pupils become anxious, overwhelmed or frustrated.
• Understanding of autism – recognising that autistic pupils may have different communication styles, sensory needs, routines and ways of interacting with others.
• Communication skills – using clear, simple language, visual prompts, gestures or other communication methods suited to each pupil.
• Positive behaviour support – encouraging appropriate behaviour through praise, consistency and a positive, respectful approach.
• Safeguarding awareness – understanding the importance of keeping children safe, following school policies and reporting concerns promptly.
• Observation skills – recognising signs of distress, sensory overload, anxiety or changes in behaviour and responding appropriately.
• Teamwork – working closely with teachers, teaching assistants, lunchtime supervisors and other school staff.
• Promoting independence – encouraging pupils to manage eating, drinking, tidying up and other lunchtime routines at their own pace.
• Supporting social interaction – helping pupils develop friendships, take turns, share resources and participate in playground activities.
• Flexibility and adaptability – responding calmly to unexpected changes and adapting support to individual needs.
• Empathy and respect – treating every child with dignity, recognising their strengths and celebrating their achievements.
• Intimate care - willingness to support children with toiileting and personal hygiene

Suggested relevant experience

• Experience that would be valuable for this role includes:
• Supporting autistic children or children with special educational needs and disabilities (SEND).
• Working in a primary school, special school, nursery, after-school club or other childcare setting.
• Helping children during mealtimes, playtime and other unstructured parts of the school day.
• Supporting children who experience sensory sensitivities, anxiety or difficulties with communication and social interaction.
• Using visual timetables, picture cards, now-and-next boards or other communication aids.
• Helping children follow routines and manage transitions between activities.
• Supporting positive behaviour and helping children regulate their emotions.
• Working collaboratively with parents, teachers and other professionals to support children's needs.
• Following safeguarding, health and safety, food hygiene and confidentiality procedures.