Bangkok Patana School
* Information for Primary Learning Support Teacher (August 2017) (r) *



Our mission is to ensure that students of different nationalities grow to their full potential as independent learners in a caring British international community.


We develop Global citizens who shape their world through independence, empathy, creativity, and critical thinking.


We are

Protected, safe and secure
Motivated and engaged
Responsible and honest
Kind and compassionate
Balanced and fulfilled
We are

Inquisitive and creative
Critical, reflective thinkers
Collaborative and confident communicators
Passionate, resourceful and resilient
Global Citizenship
We are

Committed to integrity
Active volunteers
Diverse and inclusive
Ethical and informed
Empowered by our Interculturalism Inspired to improve global sustainability
Respectful contributors to digital and local communities

Student safeguarding and safe recruitment

Bangkok Patana School is committed to safeguarding and promoting the welfare of its students and expects all staff to share the same commitment.

As part of the recruitment process applicants must provide:

  • The name and contact details of three referees. One referee should be the applicant's current or most recent employer. In addition to the written references, referees may be contacted to obtain a verbal reference.
  • An up-to-date DBS Disclosure if from UK or police check.
  • Documentation from universities and colleges verifying attendance and successful completion of courses undertaken.
  • An up-to-date medical.

For August 2017, Bangkok Patana School seeks a dedicated professional who is committed to ensuring students with Special Educational Needs reach their full potential and creating a stimulating and positive learning environment, which is child-centred. The willingness to be an effective team player and work closely with parents is essential.

The Extra-Curricular Programme is considered a vital and integral component in the education of our student community. Therefore, applications are particularly welcome from teachers with experience, passion and talent in the areas of visual and performing arts, community service, debate, outward-bound activities and sports.

Mission Statement: The Primary Learning Support Team at Bangkok Patana School works in partnership with students, parents and colleagues. We recognise individual strengths and differences in educating the whole child. We promote opportunities for optimal, independent learning for children with a range of abilities through a variety of teaching styles, thinking skills and strategies.

The LS Team consists of

Leader of Learning Support
Assistant Leader of Learning Support
Speech and Language Therapist
1.5 Foundation Stage LS teacher
2 KS1 LS teachers
4 KS2 LS teachers

How We Work

KS1 & Foundation - Y1 and Y2 each have a designated full time LS teacher. The Foundation stage share 1.5% LS teachers.
KS2 - A LS teacher is assigned to each Year group and is considered part of the LS and Year group team. The majority of the LS teachers time is spent in the designated year group.
The speech and language therapist works across the Primary and Secondary Schools.

Types of Support Provided

  • In class - supporting the delivery of the standard curriculum and when appropriate differentiating student learning.
  • Out of class - 1:1 or small group.
  • Small group interventions for both children on Learning Plans (IEP's)/ targets and other identified children.
  • Individual assistance (1:1 support) for children with higher needs - this is a step that can be taken if a child is unable to meet the curriculum demands with the maximum amount of Learning Support available (1.5 hours a week).

Timing of Withdrawal Sessions

Students who struggle to access the curriculum may be taken out of Connected Learning, Literacy and / or Mathematics sessions. Missing specialist lessons such as PE, Art, Music and ICT is avoided. The maximum time any one child will receive support is 1.5 hours per week.

Where appropriate, we follow the UK Special Needs Code of Practice 2014. We follow a staged approach to identify students with Special Educational needs and an Educational Psychologist is brought in regularly to provide analysis of the students' needs. Learning Plans (IEPs) are produced for Learning Support students so that mainstream teachers are aware of their needs and how best to help them.

For the full job description please click here

Specifically the Primary Learning Support teacher will:

  • Be responsible for overseeing the students on the Learning Support register in their designated Year group;
  • Support the full integration of the school's Learning Support Policy into all other school policies on curriculum and related matters;
  • Plan, coordinate and document the school's arrangements and strategies for identifying students with Special Education Needs;
  • Advise on and, where appropriate, to carry out more detailed assessment;
  • Confer with and advise class teachers on the appropriate teaching arrangements for Learning Support;
  • Advise class teachers on appropriate differentiation and resources for students with Learning Plans (IEPs);
  • Review and update the school database (Primary Monitoring) of all Learning Support students;
  • Keep regular records for the students on the Learning Support register;
  • Liaise with parents of students with Special Educational Needs in conjunction with the student's class teacher, specialist teachers and, when appropriate, Head of Year;
  • Help develop and maintain an efficient system for monitoring and recording the progress of the students on the Learning Support register;
  • Provide help and advice to staff on the teaching of pupils with Special Educational Needs;
  • Contribute to the in-service training of all staff;
  • Liaise with the Leader for Learning Support to provide up-to-date information on the students in the particular Year group(s) s/he is responsible for overseeing;
  • When necessary, assist in the Primary/Secondary School liaison process, in consultation with the respective class teachers, to ensure cross-phase continuity;
  • Take small groups of students for the Spirals (communication and social skills) weekly sessions;
  • Take small groups of students for Social Thinking sessions;
  • Contribute to the whole school Sign4Learning programme which is based on British Sign Language (BSL)
  • Help explore, develop and foster links with outside agencies that may be of value to the school;
  • Further one's professional development.