The closing date for completed applications for this post is 9am on Wednesday 29 July 2026, and it is anticipated interviews will take place on Wednesday 12 August 2026.

Hours: 37 per week

Salary: £28,115 - £29,920 (SCP 17-20)

JOB DESCRIPTION:

The post holder will promote young people’s engagement, wellbeing and achievement through positive relationships, inclusive practice and high-quality learning support, in line with Curriculum for Excellence and individual learning and support needs. Line managed by a principal teacher and working collaboratively with class teachers and the wider multidisciplinary team, the post holder will contribute to effective learning and teaching across Rossie’s secure and residential schools, helping young people to overcome barriers to learning and achieve positive outcomes.

Supporting learning and teaching:

As directed by the Principal Teachers, work with groups of young people to support their learning activities;
Support within the classroom setting, young people who present with Additional Support Needs inclusive of social, emotional and behavioural needs;
Contribute to the support provided to our young people within the classroom setting to ensure they remain engaged in learning and stay on task;
Use technology appropriately to support learning;
Record observations of learning as directed;
Read, scribe and support young people as required;
Liaise appropriately with parents/carers and others relevant stakeholders as required or directed;
Support with extra-curricular activities such as supported study and homework;
Actively support and promote educational events, trips and activities.

As part of the Educational Team, assist in raising attainment and achievement:

Provide support to young people who may have specific diagnosed/undiagnosed needs;
Support young people who have individual educational targets for learning ;
Actively promote Literacy, Numeracy and Health and Wellbeing;
Promote and engage our young people with collaborative and co-operative approaches to education and learning.

Promoting positive relationships:

Develop appropriate positive, supportive and nurturing relationships with young people within professional educational setting;
Coordinate, in collaboration with care colleagues and duty managers, robust transitions throughout the school day;
Supervise young people throughout the school day including during transitions to and from their houses;
Support in care houses where required and directed by education management team;
Encourage positive day to day interactions between staff and young people through restorative discussions;
Provide understanding and support to all young people within the professional context;
In collaboration with Care and SIS (Specialist Intervention Service) colleagues support the social and emotional needs of all young people.

Assisting with Resources and Administration:

Support educational colleagues in the preparation of resources to ensure best outcomes of all learning activities.
Take/share responsibility as an individual or as part of a team to ensure that resources are well maintained;
Carry out administrative duties such as preparing classroom resources as directed by the Principal Teachers or other member of the Educational Leadership and Management Team.

Ensuring Health and Wellbeing of our young people:

Actively adhere to all policies and procedures to ensure the safety and wellbeing of young people;
Contribute to the process of Getting it Right for Every Child;
Promote pupil confidence, resilience and independence at all times;
Assist with the supervision of our young people out with the education day, e.g. Outdoor Learning;
Appropriately, manage challenging behaviours of pupils as outlined within Rossie’s practice guidelines.

General Core Competences:

With the support of training, classroom assistants should work towards developing excellent:

Relationships with pupils, teachers, parents and other stakeholders;
Understanding of the importance of confidentiality;
Knowledge of child protection and safety procedures;
Skills in oral communication, writing and numeracy;
Administrative and organisational skills;
Technical and ICT skills;
Skills in working as a member of a team;
Skills that facilitate, encourage and support learning;
Working knowledge of children’s development and learning;
Working knowledge of aspects of the Curriculum for Excellence.

Please note this job description is to provide a clear and concise statement of the main tasks and activities of the post, and it is not intended as an exhaustive list of every aspect of the post holder's duties. All the above duties will be carried out in line with Rossie policies and procedures.

PERSON SPECIFICATION:

Qualifications (Essential):

Standard grades, or National Qualifications
Ability to become a member of the PVG Scheme

Qualifications (Desirable):

Qualifications including English and Maths.
Relevant SVQ, NC or equivalent qualification in education, care, childcare, youth work or additional support needs.
Ability/willingness to register with Scottish Social Services Council or alternative recognised body

Knowledge Base (Essential):

Awareness of additional and complex support needs and the potential impact of trauma, adversity and barriers to learning;
Awareness of strategies that support engagement, regulation, inclusion and positive relationships with young people.

Knowledge Base (Desirable):

Understanding of Curriculum for Excellence and how young people can be supported to achieve across learning, life and work.
Awareness of GIRFEC, child protection, safeguarding and trauma-informed practice.

Experience (Essential):

Experience of working with young people in an educational, care, youth work, residential or similar setting.
Experience of supporting young people to participate, engage and follow routines or planned activities.

Experience (Desirable):

Experience of working with young people with additional support needs, social, emotional or behavioural needs, or those who have experienced trauma or adversity.
Experience of working as part of a team around a child or young person.

Skills (Essential):

Ability to build positive, respectful and boundaried relationships with young people.
Ability to support learning activities under the direction of class teachers and wider education staff.
Effective communication skills, both oral and written.
Ability to use ICT to support learning, recording and communication.
Ability to remain calm, problem-solve and respond appropriately to challenging situations.

Skills (Desirable):

Ability to support individual learning plans, targets or intervention programmes.
Ability to contribute to observations, feedback and progress information for young people.
Skills in de-escalation, restorative approaches or conflict resolution.

Qualities (Essential):

Respectful, empathetic and non-judgemental.
Patient, resilient and emotionally aware.
Flexible and adaptable to the needs of young people and the school day.
Honest, reliable and accountable.
Positive, affirming and solution-focused.
Committed to inclusion, dignity, safeguarding and professional boundaries.

Qualities (Desirable):

Reflective practitioner who is willing to learn, take feedback and develop practice.
Commitment to Rossie’s values and to improving outcomes for young people in secure and residential care

Full Clean Driving Licence (Essential)

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