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Open nowPosted 611 days ago

Primary Part-Time Individual Student Support Assistant (f/m/d)

BBIS - Berlin Brandenburg International School GmbH7 open roles

Where
Kleinmachnow
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Your applicationOpen nowPrimary Part-Time Individual Student Support Assistant (f/m/d)BBIS - Berlin Brandenburg International School GmbH · Kleinmachnow

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8.2% of postings close within 7 days. Measured by our own scanner across the market.

Share of postings closed within
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  2. 3.8%3 days
  3. 8.2%7 days
  4. 15.2%14 days
  5. 34.1%30 days
This job: posted 611 days ago

The posting

BBIS is looking for a Primary Part-Time Individual Student Support Assistant (f/m/d)

Location: Kleinmachnow (Berlin region) Working hours: 15 hours per week, Contract: Part-time / fixed-term Duration: 1st August 2026 - 31st July 2027 Reports to: Primary Principal

About this role: The purpose of this role is to provide individualised support for an older Primary student. The role is focused on supporting the student’s emotional regulation, behaviour, safety, engagement, transitions, and access to the school day. The successful candidate will provide a calm, consistent and structured adult presence, helping the student to remain regulated and able to participate in school routines and learning activities.

YOUR RESPONSIBILITIES INCLUDE THE FOLLOWING ACTIVITIES

Behaviour and Regulation Support

  • Support the student in following agreed routines, expectations, and behaviour plans.
  • Help the student recognise signs of dysregulation and use agreed regulation strategies.
  • Provide calm, consistent support during moments of frustration, anxiety, refusal, or escalation.
  • Support the student to return to learning or school routines following incidents of dysregulation.
  • Help the student prepare for transitions between lessons, spaces, activities, and unstructured times.
  • Support restorative conversations or reflection when directed by appropriate staff.
  • Promote safe, respectful and appropriate behaviour across the school day.
  • Provide reassurance and structure without completing work for the student.

Social and Emotional Support

  • Build a positive, professional and boundaried relationship with the student.
  • Support the student in developing appropriate interactions with peers and adults.
  • Encourage use of agreed communication strategies when the student is upset or overwhelmed.
  • Support the student during less structured parts of the day, where agreed, such as transitions, breaks, lunch, or specialist lessons.
  • Help the student experience school as predictable, safe and supportive.
  • Avoid creating dependency by encouraging independence wherever possible.

Communication and Documentation

  • Keep brief, factual notes on significant incidents, patterns, successful strategies, and areas of concern.
  • Attend relevant briefings, check-ins, or review meetings when required.
  • Follow agreed communication pathways and confidentiality expectations.
  • Contribute observations that may help the school review and adjust the support plan.
  • Acting as the student’s teacher.
  • Making independent decisions about behaviour plans or consequences.
  • Communicating with parents independently unless agreed by the school.
  • Holding sole responsibility for the student’s programme or progress.

YOUR QUALIFICATION

The successful candidate should have:

  • Experience supporting children or young people in a school, care, therapeutic, or behaviour-support setting.
  • Experience working with students with social, emotional, behavioural, or additional needs.
  • The ability to remain calm and consistent during challenging situations.
  • Strong communication and teamwork skills.
  • A reliable, patient and emotionally regulated approach.
  • The ability to follow agreed plans and procedures.
  • A commitment to inclusion, safeguarding and professional confidentiality.
  • The confidence to set boundaries kindly and consistently.

It would be beneficial for the candidate to have:

  • Experience supporting older Primary or early Secondary students.
  • Training or experience in positive behaviour support, de-escalation, trauma-informed practice, autism, ADHD, anxiety, or emotional regulation.
  • Experience working with students who present with refusal, avoidance, emotional dysregulation, or challenging behaviour.
  • Experience working as part of a multidisciplinary team.
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