Nida Salameh

Nida Salameh
Learning Support Assistant & Internal Quality Compliance Coordinator

Nida Salameh combines direct learner support with the coordination of internal quality and compliance records at the British Creative Institute (BCI). Her role helps learners access their education while supporting consistent delivery, accurate documentation and effective follow-up across the college.

Working alongside tutors, the SENCo and pastoral team, Nida supports learners with special educational needs and disabilities (SEND), helping them participate in activities, build confidence and develop independence in line with their individual support plans.

Her responsibilities include:

• Learning support: Helping learners understand tasks, engage with their programmes and develop practical and academic skills.
• Progress and feedback: Supporting assessment activities, providing feedback and maintaining evidence of learner participation and progress.
• Attendance monitoring: Maintaining attendance records and trackers, recording information on approved systems and highlighting concerns for follow-up.
• Quality and compliance coordination: Helping ensure that delivery records, learner support documentation and programme information meet BCI’s internal requirements.
• Reporting and improvement: Organising evidence, preparing reports and tracking outstanding actions to support internal quality reviews.
• Safeguarding and wellbeing: Recognising and reporting concerns promptly through BCI’s safeguarding procedures and handling learner information confidentially.

Through these responsibilities, Nida contributes to a supportive learning environment and helps BCI maintain clear records that inform learner support and continuous improvement.Working alongside tutors, the SENCo and pastoral team, Nida supports learners with special educational needs and disabilities (SEND), helping them participate in activities, build confidence and develop independence in line with their individual support plans.

Her responsibilities include:

• Learning support: Helping learners understand tasks, engage with their programmes and develop practical and academic skills.
• Progress and feedback: Supporting assessment activities, providing feedback and maintaining evidence of learner participation and progress.
• Attendance monitoring: Maintaining attendance records and trackers, recording information on approved systems and highlighting concerns for follow-up.
• Quality and compliance coordination: Helping ensure that delivery records, learner support documentation and programme information meet BCI’s internal requirements.
• Reporting and improvement: Organising evidence, preparing reports and tracking outstanding actions to support internal quality reviews.
• Safeguarding and wellbeing: Recognising and reporting concerns promptly through BCI’s safeguarding procedures and handling learner information confidentially.

Through these responsibilities, Nida contributes to a supportive learning environment and helps BCI maintain clear records that inform learner support and continuous improvement.ial of every young person who walks through our doors.

How Nida supports SEND learners beyond her job role

Nida’s day-to-day work stretches across a wide variety of responsibilities. She wears many hats, each with the same purpose – to ensure that every learner feels valued, supported, and understood.

Here are 17 key ways Nida contributes to BCI’s mission:

1. Welcoming students each morning with warmth and positivity, helping reduce anxiety as learners begin their day.
2. Providing reassurance to nervous students, offering calm words and a safe space when emotions run high.
3. Assisting with appointment scheduling for staff, external therapists, and family meetings, ensuring communication is smooth.
4. Acting as a first point of contact for parents and carers, relaying important information with sensitivity.
5. Helping students organise personal belongings when they feel overwhelmed or disoriented.
6. Guiding learners through daily routines, supporting time management and building independence skills.
7. Offering a listening ear provides students with a safe place to express their frustrations or worries.
8. Supporting staff with safeguarding alerts, ensuring concerns are flagged promptly and appropriately.
9. Managing phone and email communications, always with patience and respect for the families we serve.
10. Assisting with forms, paperwork, and sign-ins, and helping students who may struggle with literacy or confidence.
11. Providing gentle reminders for medication, lunch, or travel arrangements when students need prompts.
12. Ensuring learners are escorted safely to classes, especially when they are unsure of where to go or too anxious to walk alone.
13. Assisting in emergencies, staying calm and attentive, whether it’s a health concern or a behavioural incident.
14. Encouraging students to engage socially and supporting peer interaction in the reception area.
15. Celebrating student successes, whether academic or personal, reminds them that small achievements matter.
16. Acting as a bridge between teaching staff and learners, communicating needs in a professional, empathetic way.
17. Providing a calm environment during transitions, especially for those struggling with change or sensory challenges.

Professional growth through CPD at BCI

Her commitment to her career development matches Nida’s contribution to BCI. She actively participates in Continuous Professional Development (CPD) courses provided at the Institute. These courses equip her with advanced knowledge in:

• SEND awareness and inclusive practices
• Safeguarding and child protection
• Mental health and wellbeing strategies
• Conflict resolution and de-escalation skills
• Customer service and professional communication
• Administration and record-keeping systems
• Equality, diversity, and inclusion training

By embracing these opportunities, Nida is not only refining her professional skillset but also shaping her career aspirations to a higher professional level. She is building a foundation that could lead to more specialist roles within education, pastoral care, or student services – areas where her natural empathy and professionalism can flourish.