Learning Support Assistant (LSA)

Job Description: Learning Support Assistant (LSA)Job Title: Learning Support Assistant (1-on-1)Location: Mainstream Primary School (Year 3 Setting)Target Student: Year 3 Student (Age 7) — ADHD (Combined Presentation)Position Type: Full-Time / School TermPosition PurposeThe Learning Support Assistant (LSA) will provide dedicated one-on-one support to a Year 3 student diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD, Combined Presentation). The ideal candidate will leverage the student's high energy, love for hands-on activities, strong spatial awareness, and passion for creative themes (e.g., construction, Minecraft) to keep him engaged.The primary goal of this role is to facilitate classroom integration, manage attention and movement regulation needs, assist with executive functioning, and support social-emotional development using structured, positive, and proactive interventions.Key Responsibilities1. Academic & Learning SupportTask Chunking & Delivery: Break complex tasks into single- or two-step instructions. Check for understanding by having the student repeat back key steps.Interest Integration: Incorporate the student’s interests (e.g., Minecraft, monsters, construction, music) into learning tasks to sustain engagement.Hands-On Learning: Utilize tactile and visual learning tools—such as manipulatives, Brain Flakes, building blocks, and drawing—to reinforce concepts in literacy and math.Modified Output: Reduce writing friction by allowing verbal answers, typing, or drawing where appropriate.Visual Management: Implement visual schedules, desk checklists, and visual timers (e.g., sand timers) to assist with task tracking and transitions.2. Sensory & Movement RegulationIn-Class Movement Tools: Oversee and prompt the correct use of sensory regulation tools, such as wobble cushions and resistance (terra) bands.Scheduled Sensory/Movement Breaks: Facilitate short, structured physical breaks every 10–15 minutes (e.g., jumping jacks, wall pushes, walking tasks).Heavy Work Integration: Assign physical responsibility tasks throughout the day (e.g., carrying book bags, moving chairs) to assist with motor and energy regulation.Environment Optimization: Ensure prime seating position away from high-traffic distractions (doors, windows) and keep workspace clutter-free.3. Executive Functioning & OrganizationBelongings Management: Use check-lists and routines to ensure school hats, jumpers, lunchboxes, and stationary are retained throughout the school day.Task Initiation & Completion: Assist with getting started on tasks immediately and offer prompt, positive feedback upon step completion.4. Social & Emotional Co-RegulationCo-Regulation Support: Use physical presence, a calm demeanor, and gentle humor to de-escalate frustration before attempting verbal reasoning.Zones of Regulation: Use visual emotion tools to help the student identify his feeling state and guide him to a designated "reset space" when overwhelmed.Social Skill Modeling: Actively coach turn-taking, personal space awareness, and active listening during group play and peer interactions.Transition Management: Provide 5-minute pre-warnings before moving between activities or changing spaces.5. Multi-Disciplinary CollaborationWork closely with the Lead Class Teacher to align classroom goals and adaptation strategies.Maintain consistency with strategies outlined by external allied health professionals (e.g., Occupational Therapy, Speech/Language Therapy, Educational Psychology).Record observational notes regarding engagement patterns, triggers, and strategy efficacy to share with parents and school leadership.Candidate Profile & QualificationsEssential Experience & Skills:Prior experience supporting young learners (ages 5–8) with neurodevelopmental differences, specifically ADHD or executive dysfunction.Demonstrated understanding of proactive behavior support, sensory regulation strategies, and positive reinforcement models.Strong ability to break down instructions clearly and use visual support tools.Excellent emotional patience, high energy, warmth, and a strong sense of playfulness.Desirable Qualities:Training in Zones of Regulation, positive behavior intervention strategies, or movement-based learning frameworks.Experience integrating interest-led strategies into foundational academic tasks (Phonics, early numeracy).Key Working RelationshipsClassroom Teacher: Daily planning, classroom coordination, and progress tracking.School SENCO / Inclusion Team: Strategy alignment and formal IEP updates.Student's Parents: Regular communications regarding successful strategies, daily highlights, and emotional trends.