Complex Needs (MLD/SLD) Learning Facilitator

Job Description

Job Description

Complex Needs (MLD/SLD)

Learning Facilitator

Job Title: Complex Needs MLD/SLD Learning Facilitator

Reports to: Class Teacher
Salary: £21,257.48 - £25,000.00 term time only
Contract: Full‑time, Term‑time only
Location: Woodend Farm School - Great Baddow Site

Purpose of the Role

The Complex needs Learning Facilitator plays a vital role in delivering high‑quality, sensory‑attuned and relational learning for pupils with Severe Learning Difficulties within the Holly Pathway. The post holder supports pupils working within informal and semi‑formal stages of development, ensuring they have access to learning that honours their sensory profiles, developmental readiness, communication needs, and emotional regulation.

This role contributes to an environment where pupils experience safety, connection, success, and joy, and where progress is celebrated in communication, regulation, independence, and engagement.

Key Responsibilities

1. Supporting Teaching & Learning

• Deliver high‑quality, sensory‑based learning activities planned by the class teacher.
• Facilitate short, structured learning bursts, sensory exploration, play‑based interactions and functional learning tasks.
• Prepare and adapt learning resources, including symbol-supported materials, sensory tools, and visual scaffolds.
• Support pupils to develop engagement, shared attention, turn‑taking and early cognitive skills.

2. Total Communication Support

• Implement a total communication approach, including:
• Makaton
• AAC devices
• Symbols and visuals
• Objects of reference
• Gesture and modelling
• Support pupils developing through Natural Language Acquisition (NLA), valuing echolalia, scripting and emerging combinations.
• Promote communication throughout all routines, transitions and play.

3. Sensory Regulation & Emotional Support

• Use sensory‑attuned, trauma‑informed and low‑arousal approaches to support emotional regulation.
• Facilitate sensory breaks, co‑regulation, and calming routines.
• Implement pupils' sensory plans and therapy‑informed strategies under OT and SaLT guidance.
• Support learners to recognise sensory needs, manage overwhelm and maintain emotional readiness for learning.

4. Personalised Pupil Support

• Build strong, trusting relationships with pupils using relational and attuned practice.
• Support Individual Learning Plans, EHCP outcomes and personalised regulation strategies.
• Observe and respond to pupils' cues, interests, communication attempts and sensory needs.
• Promote independence in daily living skills, functional routines and self‑advocacy.

5. Behaviour, Safety & Wellbeing

• Use non‑confrontational, child-centred approaches that prioritise safety, co‑regulation and connection.
• Contribute to regulation plans, risk assessments and behaviour support plans.
• Promote positive peer interaction, emotional literacy and safe exploration.
• Maintain safeguarding at the forefront of all interactions and report concerns promptly.

6. Assessment & Record Keeping

• Contribute to daily observations, noting progress in regulation, communication, engagement and independence.
• Capture evidence through photos, notes, videos, work samples and reflective logs.
• Support teachers in preparing information for Annual Reviews and multi‑agency meetings.

7. Working with Staff & Therapists

• Work collaboratively with teachers, SaLT, OT, Thrive practitioners, and pastoral teams.
• Follow therapy programmes and embed strategies into daily practice.
• Participate in reflective practice, coaching, supervision and CPD.

Person Specification (Summary - full version available if you want)

Essential

Experience supporting pupils with SLD/ASD/complex needs.
Understanding of sensory needs, emotional regulation and trauma‑informed practice.
Ability to use visual supports, Makaton/AAC and a total communication approach.
Warm, patient, attuned and calm demeanour.
Ability to observe, reflect and record progress.

Desirable

Experience with NLA, sensory integration, attention-based interventions.
Experience in special schools or therapeutic settings.
Training in Makaton, AAC, Thrive, TEACCH or similar.

Benefits

Company Pension
Onsite Free Parking
Extensive training opportunities - Thrive, Safeguarding and Essex Steps
Term-time only contract.
Free uniform
Option for free lunches