Personal Learning Assistants (PLAs)

We are looking to connect with compassionate, adaptable, and skilled Personal Learning Assistants (PLAs) on the island to support students with a range of neurodivergent learning profiles. We have families across the 3 to 16 age range who may require support, and we welcome candidates with Pre-Primary, Primary, and/or Secondary experience. Working under the guidance and oversight of the school’s Learning Support Lead , PLAs deliver bespoke, 1-to-1 support designed to help each student flourish. We are seeking professionals who understand that one size does not fit all. Our goal is to provide access to high-quality classroom teaching and rich peer interactions, balanced dynamically with low-demand, anxiety-reducing strategies tailored to each child’s unique needs. Whether you have deep experience with specific profiles or a broad background across the neurodivergent umbrella, we invite interested professionals to share their CV with us as we cast a wide net across the island. Key Responsibilities Bespoke 1-to-1 Support: Deliver personalised support that adapts fluidly to a student's daily energy, regulation, and sensory needs. Close Homeroom Teacher Partnership: Work in close daily partnership with the homeroom/class teacher, who knows the student best within the school setting, to ensure smooth integration, alignment, and classroom harmony. Balanced Inclusion: Support students in accessing high-quality classroom teaching and social opportunities with peers, while knowing when to pivot to tailored, lower-pressure activities. Low-Demand & Anxiety Management: Utilise proactive, low-arousal strategies to prevent overwhelm, reduce anxiety-driven behaviours, and foster emotional regulation. Learning Support Strategy Implementation: Work alongside the Learning Support Lead and classroom teachers to execute individualised learning and behaviour plans. Promoting Autonomy: Use choice-based language and indirect support to build trust, agency, and self-regulation rather than enforcing rigid compliance. Collaborative Communication: Maintain open, regular communication with school staff, the Learning Support Lead, and families to track progress and refine strategies. Experience & Background Welcomed We welcome candidates with experience across Pre-Primary, Primary, and Secondary (ages 3 to 16) and across the broader neurodivergent umbrella, including experience supporting children with traits or diagnoses such as: Autism Spectrum Conditions (ASD / ASC) ADHD / Executive Functioning Needs Pathological Demand Avoidance (PDA) traits & Demand Avoidance Oppositional Defiant or Emotionally Based Behaviours Sensory Processing Differences & Social Communication Needs Key Qualifications & Attributes Practical experience working in 1-to-1 or small-group support within educational, therapeutic, or care settings across any key stage (Pre-Primary through Secondary). Strong commitment to neurodiversity-affirming practices, low-arousal approaches, and positive behaviour support. High emotional intelligence, patience, and exceptional adaptability. Relevant training or qualifications in Education, Special Educational Needs, Psychology, or Child Development are desirable, but relevant lived or practical experience is highly valued. Core Approach Commitment to True Inclusion: Passionate about ensuring neurodivergent students are genuinely included in school life, academically and socially, while honouring their individual profile rather than forcing assimilation. Reflective & Analytical Mindset: Highly proactive and thoughtful; continuously reviews what worked and what didn't, learning from yesterday to better serve the student today. Flexibility First: Prepared to adjust expectations on the spot to avoid a "square peg in a round hole" approach. Low-Confrontational Style: Uses collaborative problem-solving, partnership, and indirect communication to minimise stress and trigger points. Proactive Observation: Skilled at reading subtle emotional cues to spot dysregulation or anxiety early. Calming Presence: Able to stay grounded, supportive, and non-judgmental during challenging or stressful moments. How to Express Interest If you have relevant experience supporting neurodivergent learners across Pre-Primary, Primary, or Secondary age groups, we would love to hear from you. Please apply with a comprehensive CV to start an initial conversation about potential PLA opportunities across our school community.