Learning Support Assistant (1:1)

Position: 1:1 Learning Support Assistant

Role:

The 1:1 Learning Support Assistant plays an important role in supporting the school’s Guiding Statements and commitment to inclusive education. The role provides dedicated support to an individual student with identified learning, behavioural, social, emotional, communication, sensory, physical, or medical needs.

Working closely with the class or subject teacher, Student Support team, and relevant specialists, the Learning Support Assistant helps the student access the curriculum, participate fully in school life, and develop confidence and independence.

Responsibilities:

Individual Student Support

• Provide consistent 1:1 support to the assigned student throughout the school day, in accordance with the student’s individual learning or support plan.

• Help the student access classroom learning by adapting instructions, resources, and activities under the direction of the teacher or Student Support Team.

• Reinforce learning objectives through individual activities, structured practice, and appropriate interventions.

• Break down tasks and instructions into manageable steps according to the student’s needs.

• Support the student’s communication, concentration, organisation, emotional regulation, and engagement in learning.

• Encourage the student to develop independence, confidence, resilience, self-advocacy, and age-appropriate life skills.

• Promote positive behaviour using strategies agreed with the teacher and Student Support Team.

• Recognise signs of anxiety, distress, sensory overload, or disengagement and respond in accordance with the student’s support plan and school procedures.

• Support the student during lessons, transitions, break and lunchtimes, assemblies, school activities, educational visits, and residential trips where required.

• Provide personal, physical, or medical support only where this forms part of the agreed role and appropriate training has been provided.

Inclusion and Independence

• Promote the student’s inclusion in classroom learning, social activities, and the wider life of the school.

• Support positive relationships and appropriate interaction between the student and their peers.

• Encourage the student to complete tasks independently wherever possible.

• Provide an appropriate level of support without creating unnecessary dependence.

• Respect the student’s dignity, privacy, identity, and individual needs at all times.

• Maintain high expectations for the student’s learning, behaviour, and personal development.

Learning Plans and Progress Monitoring

• Implement agreed strategies, interventions, and targets outlined in the student’s individual learning or support plan.

• Observe and record relevant information relating to the student’s learning, behaviour, engagement, wellbeing, and progress.

• Provide regular and objective feedback to the class teacher and Student Support Team.

• Assist with reviewing the effectiveness of support strategies and contribute relevant observations to student progress reviews.

• Maintain accurate and confidential records as required by the school.

• Support assessment activities under the direction of the teacher, while ensuring that the student’s work reflects their own ability.

Classroom Support

• Work under the professional direction of the class or subject teacher while maintaining primary responsibility for supporting the assigned student.

• Prepare and adapt learning materials, visual supports, communication tools, and other resources according to the student’s needs.

• Help organise the student’s equipment, timetable, learning materials, and personal belongings.

• Support classroom routines and help maintain a safe, calm, inclusive, and purposeful learning environment.

• Assist with the use of appropriate learning technologies or specialist equipment.

• Where appropriate and directed, support small groups or other classroom activities without compromising the assigned student’s needs.

Communication and Collaboration

• Work closely with teachers, the Student Support Team, school counsellors, nurses, therapists, and other relevant professionals.

• Attend student review meetings, planning meetings, training sessions, and professional development activities as required.

• Share relevant observations and concerns promptly with the appropriate teacher or member of the Student Support Team.

• Build a positive and professional relationship with the student and maintain appropriate boundaries.

• Communicate with parents or carers only in accordance with the school’s agreed communication procedures.

• Maintain professionalism, confidentiality, sensitivity, and discretion when handling information about the student and their family.

• Follow all agreed recommendations from external specialists where these have been approved by the school.

Safeguarding and Student Wellbeing

• Promote and safeguard the welfare, health, safety, and wellbeing of the assigned student and all students.

• Comply fully with the school’s safeguarding, child protection, health and safety, confidentiality, and data protection policies.

• Report any safeguarding or wellbeing concerns immediately through the school’s established procedures.

• Maintain appropriate professional boundaries with students at all times.

• Complete all required safeguarding and child protection training.

• Support the implementation of individual risk assessments, behaviour support plans, medical plans, or personal care plans where applicable.

Wider School Contribution

• Support school events, activities, enrichment programmes, educational visits, and community initiatives as required.

• Participate positively in staff meetings, training, professional development, and school improvement activities.

• Demonstrate flexibility and provide reasonable support in other areas of the school when the assigned student is absent, as directed by the line manager.

• Contribute positively to the values, culture, and inclusive ethos of the school.

• Undertake other reasonable duties appropriate to the role as assigned by the line manager.

Skills and Attributes

• A genuine commitment to inclusive education and supporting students with additional needs.

• A patient, calm, caring, and empathetic approach.

• The ability to build a trusting and professional relationship with an individual student.

• An understanding of child development and the different ways in which students learn.

• The ability to follow individual learning plans, behaviour support strategies, and specialist recommendations.

• Strong observation skills and the ability to provide clear, objective feedback.

• The ability to encourage independence while providing appropriate support.

• Strong English communication and interpersonal skills.

• Good organisational and time-management skills.

• The ability to remain calm and respond appropriately in challenging situations.

• A high level of professionalism, confidentiality, and discretion.

• The ability to work collaboratively as part of a multidisciplinary team.

• Initiative, flexibility, reliability, and a proactive approach.

• Good ICT skills and confidence in using educational technology.

• Cultural sensitivity and the ability to work effectively within a diverse international school community.

• A commitment to ongoing professional learning and development.

Qualifications

• Bachelor’s degree or equivalent qualification, preferably in education, psychology, child development, special educational needs, or a related field.

• Experience working with children, preferably providing 1:1 learning support.

• Experience supporting students with additional learning, behavioural, social, emotional, communication, or physical needs.

• Previous experience in an international or bilingual school is preferred.

• Good written and spoken English.

• Commitment to safeguarding and willingness to complete all required training and background checks.

Ready to Make a Difference with Us

How to apply:

Applications are to be made through the JobsDB platform. Please ensure that you read the job description prior to applying and that you address the areas covered in the job description. Applications without a relevant and tailored supporting statement will not be taken forward.

"Candidates are advised to apply early as we are reviewing applications as they are received".

The application process:

• Online initial interview (HR) – online to establish the right fit for candidates and DCBK.
• Face-to-face interview (Founding Head of Primary).
• Final interview (Head of College) – either online or face to face.
• Offers made to successful candidates (subject to safeguarding, references, background and qualification checks).

Safeguarding Statement

Dulwich College International School Bangkok is committed to safeguarding and promoting the welfare of all the students in our care and expects all applicants to share this commitment. We follow safe recruitment practices which are aligned to the recommendations of the International Task Force on Child Protection. We hold ourselves to a high standard of effective recruiting practices with specific attention to child protection. All appointments are subject to an interview, identity checks, social media checks, criminal record checks, and successful references.

Equity Diversity Inclusion Statement

Dulwich College International School Bangkok (DCBK) is committed to diversity within its team, organisational practices, policies and culture. It recognises that people with different backgrounds, skills, attitudes and experiences bring fresh ideas and perceptions, and it encourages and leverages these differences to make its work more relevant and approachable. We will not discriminate or tolerate discriminatory behaviour on any grounds such as, but not limited to, race, gender, disability, nationality, national or ethnic origin, religion or belief, marital/partnership or family status, sexual orientation, age or socioeconomic background. We strive to be an inclusive workplace where everyone feels a sense of belonging, has a voice, can raise concerns, and feels comfortable and confident. It expects everyone who works with it to share this commitment and to act accordingly, as it aspires to best serve the DCBK mission and its community.