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.