1:1 Special Needs Teaching Assistant

New Bridge Group; Oldham; Hybrid; GBP 19,000 - 23,000; Full time

Job summary

New Bridge College in Oldham is seeking two dedicated individuals to work 1-1 with students who may present challenging behaviours and complex needs. The role requires a nurturing, empathetic approach and the ability to support learning in a special needs environment.

You will monitor progress, provide regular feedback to stakeholders and work closely with class teachers to differentiate interventions for curriculum access.

Qualifications

• Experience with young people who may present with challenging behaviour in educational settings.
• Ability to work with a student on a 1-1 basis.
• Nurturing and empathetic approach to behaviour management.
• Physical and emotional resilience to support students with complex needs.
• Support teaching and learning within a special needs setting.
• Record student progress and provide regular feedback to stakeholders.
• Model and encourage appropriate social behaviour and welfare of students.
• Collaborate with teachers to differentiate interventions for curriculum access.
• Willingness to participate in own professional development.

Responsibilities

• Support students on a 1-1 basis within a special needs setting.
• Monitor student engagement and progress and provide feedback to stakeholders.
• Differentiate interventions in collaboration with classroom teachers.
• Record progress and support welfare and social development of students.
• Work as part of a team and participate in own professional development.

Skills

1-1 support

Working with young people

Empathy

Resilience

Behaviour management

Progress recording

Team collaboration

Professional development

Job description

New Bridge College in Oldham is seeking two dedicated individuals to work 1-1 with students who may present challenging behaviours and complex needs. The role requires a nurturing, empathetic approach and the ability to support learning in a special needs environment.

You will monitor progress, provide regular feedback to stakeholders and work closely with class teachers to differentiate interventions for curriculum access.