1:1s - what do you look for?

[Onthebleachers]

Name changed for this as it’s a job application one!

I’m coming to the end of my degree (mature student 🥴) and starting to apply for learning support roles in educational settings. In our area there is a lot of competition, so I’m trying to make my applications stand out.

If your child has a 1:1 at school, what type of person would you like for that role ideally? Is there a particular set of skills or personal qualities that you would hope for? Likewise if you recruit 1:1s, what are you actually looking for?

Any real-life experience of what makes a great/terrible 1:1 would be so appreciated..!

As a parent you get zero say.

I know. As a parent that would drive me nuts. But it’s helpful to hear what people would want, if they actually did get more of a say.

My Son had a 1:1 in mainstream before he moved to a SEN school and she was amazing at what she did. I loved that she was bright and cheerful, always excited to see him and if I ever needed advice and she wasn't sure herself, she'd happily check and get back to me.
I can't think of anything in particular apart from knowing the job well and being dependable and honest - a friend of mine had a 1:1 for her child, however she often arrived late, not at all, and eventually just left the job without a goodbye which understandably upset my friends DC.

A local headteacher recently said that down here TA positions are so hard to fill with qualified staff, i.e. a level 3 in Early years etc. esp in the Nursery/Reception classes.
I guess as a Level 3 can earn more being full time in a Nursery i.e. 37.5 or 40 hour week / 52 week year, whereas TA's will be paid monthly but for a 38 week year ?

Down here the majority of 1:1 TA positions are part time, which must put a lot of applicants off ?

I think it's going to be partly child dependent. I'd like one who reads the ehcp and has training in ASD in girls (as per the ehcp....) someone who can be proactive and not depend on the senco, be dynamic and come up with new ideas. Open minded. Talks to me at the end of the day. Has consitant boundaries with my child so my child knows where they stand. Treats me like a equal not the parent of a delinquent who therefore must be very dim ( if that's my first interaction with staff, and it has been, multiple times, it's not me who looks stupid).

One of dds TAs is older, had five kids, works past home time, talks to me, takes no shit off my very, very clever dd.

The other one let's dd hit her and get in her personal space.

Firm but fair and consistent but caring. Doesn't presume they know more than the educational psychologist who wrote the echp ( like most HT and sencos I have encountered. Both seem to think they know more than someone with a PhD or a nhs consultant).

1. As a parent you get absolutely zero say so that's good for a starting point.

2..Be aware that there is a LOT in SENDland that you don't get much of a say about as a parent either. You'll hear the words battle and fight used a lot.

1. Find out what the lie of the land is locally send-wise. Especially find out if your area is in a Safety Valve agreement.

1. Parents might appear unwelcoming and hostile towards you. They're not being rude; this is a defence mechanism. Parent blaming is absolutely rife, especially if your child has behaviour that challenges. It'll take time for a relationship to develop between parents and school staff. If your child's 1-1 changes each year then this may not even happen full stop.

1. Behaviour is a form of communication of an unmet need. If you're being told about difficult moments in a child's home life then please don't assume that it's all bad parenting or parents are lying.

1. Please don't assume that just because you've been in a 2 day training course you know more about a child's needs and how they manifest than the parents do (had this one happen to me!)

1. Do your research. If you've been told that a child you will be working with has a particular interest then find out all about the interest. If you can speak about thr child's interests to the child then they are much more likely to accept you supporting them. If the child really hates stripy things then don't wear a stripy top to school for example!

1. Slightly controversial but don't call a parent Mum or Dad unless they've asked you to do so. Instead, ask the parent what they want to be called. It can be really patronising to be called 'Mum' by another adult.

1. Consistency is key. Children like to know the who, what, why, where and when. They'll spot you a mile off if you aren't consistent.

10. Have an open-mind, be prepared to adapt things at the last minute and be 10 steps ahead of the child. If its non uniform day and the child has come into school in their uniform then that's absolutely fine. For some children they'll probably want to chat with you beforehand about what you'll be wearing. If the child's getting in a fizz because they've finished their maths worksheet before their friend and they dont know whats coming next then they can always have your super special fun maths worksheet to have a go with. If the child's having a really tricky morning and doesn't want to say goodbye to their parent then you need a special helper to do a VERY important job!

I'm a parent to a child with SEND needs.

Not sure why it's screwed up the numbering though!

I work in the hospital, sometimes on 1:1 patients.
I see a lot of health care don't take the time to see what makes the patients calm/irritable
There's always a trigger.

I liked a cheery email every Friday afternoon to tell me what my son had been doing.

Other useful things would have been:

A very thick skin
A sense of humour
Someone who could actually run fast enough to catch him...

Extremely helpful and thought provoking responses, thank you so much.