Learning Support Assistant (Primary: Emotional Regulation & Social Communication)

Saint George School is a British International school that offers an innovative education through a challenging international curriculum, making learning relevant and meaningful for students by adopting a comprehensive study program based on research and centered on the student as a learner. Throughout its 58 years of existence, Saint George School has become a reference of academic excellence both nationally and internationally, being the only school in the country to offer the prestigious International Baccalaureate program and the first one to receive dual accreditation from the Council of International Schools (CIS), Cambridge International General Certificate of Secondary Education (IGCSE) and the New England Association of School and Colleges (NEASC), with a  highly qualified multicultural faculty and staff. Today make up a school community of 43 different nationalities, making Saint George an institution of international stature forming young leaders capable of meeting academic and professional challenges in today's global society.  

Learning Support Assistant (Primary School: Emotional Regulation and Social Communication Focus)

We are seeking a dedicated and empathetic Learning Support Assistant (LSA) to work across the primary school, supporting children with emotional regulation and social communication needs. This is a highly rewarding role where the successful candidate will help pupils develop confidence, resilience, and positive relationships, enabling them to access learning successfully.

Key Responsibilities:

• Provide targeted support: Work one-on-one and in small groups to help pupils develop emotional regulation, social communication, and self-management skills.

• Support emotional regulation: Use strategies such as the Zones of Regulation and co-regulation approaches to help pupils recognise, name, and manage their emotions in a safe and supported way.

• Promote social communication skills: Model and guide positive interactions, helping pupils to build friendships, express themselves appropriately, and develop empathy.

• Establish structure and predictability: Create consistent routines and clear expectations to provide pupils with a sense of safety and stability throughout the school day.

• Encourage movement and sensory breaks: Recognise when pupils need to pause, move, or reset to maintain focus and well-being.

• Collaborate with staff: Work closely with class teachers, the SENDCo, and other members of the inclusion team to adapt strategies and approaches to individual needs.

• Foster independence: Support pupils to gradually develop self-regulation and problem-solving skills, building their confidence to manage challenges.
  
  

The Ideal Candidate Will:

• Have previous experience supporting children with social communication differences, autism, or emotional regulation needs in a primary school setting.

• Be calm, patient, and nurturing, with strong emotional awareness and excellent communication skills.

• Be able to establish clear, fair, and consistent boundaries while maintaining a compassionate and supportive approach.

• Be proactive in using visual supports, structured routines, and positive reinforcement strategies.

• Be reflective and eager to work collaboratively within a team, contributing to a whole-school inclusive ethos.
  
  

What We Offer:

• A welcoming, inclusive, and supportive school environment.

• Opportunities for professional development and specialist training in areas such as emotional regulation and communication support.

• The opportunity to make a meaningful impact on pupils’ emotional well-being, confidence, and lifelong learning skills.
  
  

If you are passionate about supporting children’s emotional and social development and want to play a key role in helping them thrive, we would love to hear from you!

At Nord Anglia Education we are committed to providing a world class, safe, happy environment in which children and young people can thrive and learn. We are committed to safeguarding and promoting the welfare of all our pupils where we embrace all race, abilities, religions, genders, and cultures.

All post holders in regulated activity (having regular unsupervised contact with children) are subject to appropriate national and international vetting procedures including satisfactory criminal record checks from both your country of residence/birth and any country of residence within the last 10 years.

We welcome applications from suitable qualified persons from all diverse backgrounds.

Please note, only shortlisted candidates will be contacted.