1:1 Learning Support

Job Description

This job description is for the role of Learning Support Mentor (LSM) 

Supporting the children:

The LSM will be responsible for:

• Working with individual children under the guidance of class teachers and the Learning Support Staff;

• Providing regular feedback to the Learning Support Teacher and, where necessary, relevant outside agencies about any pupil’s difficulties and progress.

• Supporting children in their wellbeing and safety

• Supporting children in areas of development including pastoral and academic areas;

• Providing learning support for children in class, small targeted groups or in 1:1 situations;

• Planning activities for children they are working with, and assessing the children;

• Motivating and encouraging children positively and consistently;

• Encouraging engagement and participation during lessons;

• Praising students and using classroom reward systems to develop their self esteem;

• Following the systems and documentation of the whole school behaviour policy where needed;

• Supporting learners with Learning Support Needs - Supporting them in using the equipment and materials provided safely;

• Developing knowledge and understanding of a range of learning support techniques that can be used to support children;

• Developing knowledge of the particular needs of the children and seek advice from the Learning Support Teacher, class teacher and outside agencies as required;

• Developing and utilising child-centred methods and strategies for supporting the children in their understanding of relevant concepts and skills;

• Initiating and developing effective questioning techniques to support the children’s learning;

• Actively developing their own professional practice through attendance and participation in support sessions (e.g. in service training, attendance at workshops, participation in the schools’ DPC process);

• Attend in service training and relevant meetings relevant to the post in order to keep up to date with developments in working with children with special educational needs;

• Attending EAL/Learning Support/Year Group weekly meetings concerning their child/children where appropriate;

• Supporting the Learning Support Teacher in relevant discussions with parents regarding children.

Supporting the Year Group/Class Teachers:

The Learning Support Mentor will be responsible for:

• Collaborating with classroom teachers to facilitate rich learning activities in the classrooms;

• Attending team meetings where necessary; 

• Informing relevant teachers of relevant learning, pastoral or academic issues regarding children (e.g. achievements, difficulties, behavioural issues etc);

• Assisting in the organising of relevant learning areas to maximise learning opportunities for children;

• Making or modifying resources as suggested and advised by the Learning Support Teacher, Educational Psychologist or other outside agencies.

• Assisting with the creation of displays in the learning areas and around the school;

• Escorting children around the school between lessons safely and in an organised and sensible manner;

• Assisting specialist lessons where necessary;

• Ensuring that all children consistently demonstrate positive and appropriate behaviour at all times;

Supporting the School and representing the school within the community:

The Learning Support Mentor will:

• Contribute to the development of the whole-school, including attendance at relevant meetings, in-service training days and through support of school functions;

• Liaise and communicate with parents effectively when necessary;

• Maintain a full application of the principles laid down in school policy documentation - e.g. Code of Conduct, Dress Code, Staff Handbook etc.

Person specification:

• A good command of English (verbal and written)

• Able to relate well with children, colleagues and expat staff

• A creative thinker and able to work on own initiative as well as part of a team

• Proactive and positive thinking

• Strong communication skills 

• Good self-management and time keeping skills

• Have knowledge and understanding of the different social, cultural and physical needs of pupils.

• Have an interest in how children learn and behave

• Be a responsible and trustworthy role model

• Have patience with children who find conforming to rules and expectations difficult

• Have patience and be flexible and innovative with a clear understanding of how children might behave who find learning new concepts and remembering taught concepts difficult

• Respect and maintain confidentiality but have regard to the safeguarding protocols of information sharing where necessary

Personal Development

• Keep under review her/his methods of teaching and programmes of work. ∙ Engage with relevant communities of practice in order to remain up-to-date with current  professional developments relevant to the subject/year group. 

• Regularly undertake a self audit and review in order to identify areas of practice, skills or  knowledge to develop. 

• Participate in arrangements for her/his further training and professional development as a  teacher. 

• Participate in meetings which relate to Learning Support matters or the administration or  organisation of the school, including pastoral elements. 

The duties and responsibilities of this post may vary from time to time according to the changing demands of the school and or the department. 

This job description may be reviewed at the reasonable discretion of the Head of Primary and in consultation with the post holder.

The performance of a Learning Support Mentor in the above key responsibility areas is formatively reviewed over the year as part of the school’s Developing Professional Capacity Process. 

The post holder has an individual responsibility to safeguard and promote the well-being of children and staff. 

A Learning Support Mentor will normally be expected to :

• Undertake supervision duties at break or lunchtime and before or after school;

• Undertake any other duties that the Head of Primary or Head of Teaching Assistants may reasonably request;

• Support Teaching and Learning in class  up to a 80% timetable;

• Attend any relevant TA briefing meetings;

• Promote our Bangkok Prep Life Values, UN Global Goals and sustainability in their role;

• Support Class Teachers and TAs in developing their capacity to support children across the curriculum;

• Assist in the monitoring, implementation and, where necessary, development of procedures and policies regarding the identification and enrollment of children needing support at both admission and post admission stages;

ISP Principles

Begin with our children and students. Our children and students are at the heart of what we do. Simply, their success is our success. Wellbeing and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding

and Health & Safety issues and acting and following up on all concerns appropriately.

Treat everyone with care and respect. We look after one another, embrace similarities and differences and promote the well-being of self and others.

Operate effectively. We focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community.

Are financially responsible. We make financial choices carefully based on the needs of the children, students and our schools.

Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement.

ISP Commitment to Safeguarding Principles

ISP is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. All post holders are subject to appropriate vetting procedures, including an online due diligence search, references and satisfactory Criminal Background Checks or equivalent covering the previous 10 years’ employment history.

ISP Commitment to Diversity, Equity, Inclusion, and Belonging

ISP is committed to strengthening our inclusive culture by identifying, hiring, developing, and retaining high-performing teammates regardless of gender, ethnicity, sexual orientation and gender expression, age, disability status, neurodivergence, socio-economic background or other demographic characteristics. Candidates who share our vision and principles and are interested in contributing to the success of ISP through this role are strongly encouraged to apply.