Day-to-day operating brief
What One-to-One Support Assistant work looks like in practice
A One-to-One Support Assistant works closely with an identified pupil whose educational, communication, medical, sensory or behavioural needs require planned assistance. Terms should describe the pupil allocation without guaranteeing indefinite assignment, the plan and specialist guidance, classroom inclusion, breaks, care or medicine duties, behaviour response, observations, absence cover, safeguarding and gradual support that avoids unnecessary dependence. Close support can unintentionally isolate a pupil from classmates or make ordinary participation dependent on one adult. Plans should therefore identify when to step back, how other staff maintain continuity and which situations genuinely require direct proximity. A change in presentation, mobility, communication or tolerance should be reported as observed evidence rather than interpreted diagnostically. Equipment such as communication aids, specialist seating or sensory resources requires agreed daily checks and immediate reporting when unavailable. The assistant should know which signs trigger ordinary teacher review, family contact through school, or urgent clinical and safeguarding escalation.
Individually written and reviewed against the maintained role record.