Purpose of Role
The primary focus of this role is to support students with unmet and undiagnosed needs, ensuring they receive tailored interventions and support. Working closely with teachers, parents, and external agencies to provide effective strategies and interventions to help students reach their potential.
The Early Intervention Practitioner, will play a key role in identifying and addressing the needs of students who may not have formal diagnoses, ensuring that all students feel supported and included in the school community. Provide one-on-one support, facilitate reviews, and assist in organising interventions to help bridge any gaps in learning or emotional development.
Specific responsibilities include:
Identify and Support Undiagnosed Needs:
- Work closely with classroom teachers to identify students who may have unmet or undiagnosed special educational needs.
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Support pupils to develop early reading, decoding, blending, segmenting and spelling skills through engaging, multisensory approaches.
- Observe, assess, and record students' progress, behaviour, and overall well-being to support the identification of needs.
- Provide one-to-one and small group support to students, tailored to their specific needs and challenges.
- Provide in class support.
Support Parents and Referrals:
- Act as a point of contact for parents of students with potential undiagnosed needs, offering guidance, advice, and support.
- Assist parents in understanding their child’s needs and support them in accessing referrals to external agencies for assessments and diagnosis.
- Ensure effective communication with parents regarding their child’s progress, concerns, and any necessary actions to be taken.
Provide Interventions and Tailored Support:
- Deliver targeted interventions and work alongside teaching staff to implement individualised learning strategies.
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Deliver high quality, evidence based phonics interventions to pupils with cognition and learning difficulties
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Plan and deliver structured phonics sessions using the school's chosen phonics programme
- Support students with emotional and behavioural challenges, offering tailored strategies for managing their needs.
- Monitor and evaluate the effectiveness of interventions, adjusting approaches as needed to support student progress.
Reviews and Progress Meetings:
- Support the Inclusion Lead in preparing for and attending regular student reviews, including those related to Special Educational Needs (SEN).
- Contribute to the writing and updating of SEND profiles/provision mapping for students with unmet or undiagnosed needs.
- Provide reports and feedback on students' progress during parent evenings and review meetings.
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Monitor pupil progress through regular assessment, maintaining accurate records and using outcomes to inform next steps in learning.
Collaboration with Staff and External Agencies:
- Work closely with the Inclusion Lead, SENCO, teachers, and external agencies to create a holistic support plan for students.
- Help coordinate support services and external referrals, ensuring that all relevant parties are informed and involved in the student’s support plan.
- Provide professional advice and training to staff on strategies to support students with unmet needs.
Record Keeping and Documentation:
- Maintain accurate records of student observations, interventions, and progress reports.
- Ensure that all student data is kept up to date in accordance with school policies and safeguarding guidelines.
Early application is strongly encouraged as we reserve the right to interview and close the advert ahead of the closing date.
Spencer Academies Trust is committed to safeguarding and promoting the welfare of all our children and young people. Therefore, we expect everyone to share this commitment. All appointments are subject to satisfactory pre- employment checks, including a satisfactory Enhanced criminal records with Barred List Check through the Disclosure and Barring Service (DBS) and the completion of Level 2 Safeguarding training. It is an offence to apply for the role if an applicant is barred from engaging in regulated activity relevant to children (where the role involves this type of regulated activity).
The Trust and its member academies are committed to promoting equality and diversity in both employment and education provision. We aim to ensure that students, parents, governors, employees, contractors, partners, clients and other stakeholders within the Trust community are treated fairly, and with dignity and respect regardless of Protected Characteristics.
Spencer Academies Trust is a Disability Confident Committed Employer.
