Education ⫽ Teaching Assistant Jobs

Saint Vincent de Paul; Milnrow; Presencial; GBP 18 000 - 23 000; Tempo integral

Resumo da oferta

St Vincent De Paul RC Primary School is seeking a Teaching Assistant Level 1 to provide 1:1 support for a child with additional needs. This role offers an exciting opportunity to join the school at the start of a journey of transition, development and growth within our multi-academy trust.

We are looking for an inspirational, enthusiastic TA who can work as part of our dedicated team supporting a child with complex communication and sensory needs.

Qualificações

• Experience of working with children with complex Special Educational Needs and Disabilities (SEND).
• Knowledge of sensory-based approaches to learning.
• Ability to adapt activities and learning experiences to meet individual needs.
• Excellent observation skills and the ability to recognise and respond to a child's communication, emotional and sensory needs.
• Commitment to safeguarding and promoting the welfare of children and young people.
• Willingness to engage in relevant training and professional development.
• Experience of supporting pupils with EHCPs.

Responsabilidades

• Provide 1:1 support for a child with additional needs.
• Support inclusion and pupil wellbeing in all aspects of school life.
• Collaborate with teachers, SEND professionals, therapists, parents and other agencies to ensure the best outcomes for the child.
• Contribute to assessments, reviews and individual support plans.

Descrição da oferta de emprego

St Vincent De Paul RC Primary School are currently seeking a Teaching Assistant Level 1 to provide 1:1 support for a child with additional needs. This is an exciting opportunity to join the Trust at the beginning of a journey of transition, development, and growth within the multi-academy trust.

We are seeking an inspirational, enthusiastic teaching assistant who can work as part of our dedicated team of support staff supporting a child with complex communication and sensory needs. The successful candidate should have experience with children with complex special educational needs. The successful candidate will have a good understanding of special educational needs and demonstrate a commitment to inclusive education.

We are seeking an individual who has:

• Experience of working with children with complex Special Educational Needs and Disabilities (SEND), particularly those requiring highly personalised support and intervention.
• A sound understanding of sensory-based approaches to learning and the ability to support pupils accessing a sensory curriculum.
• The patience, empathy and resilience needed to build positive, trusting relationships with children who may have communication, sensory and behavioural needs.
• Experience of supporting children with autism, communication difficulties, sensory processing needs and/or complex learning difficulties.
• The ability to adapt activities and learning experiences to meet the individual needs, interests and developmental stage of a child.
• Excellent observation skills and the ability to recognise and respond appropriately to a child's communication, emotional and sensory needs.
• A commitment to promoting inclusion, independence and pupil wellbeing in all aspects of school life.
• The confidence to work collaboratively with teachers, SEND professionals, therapists, parents and other agencies to ensure the best outcomes for the child.
• Strong communication and record-keeping skills, including the ability to contribute to assessments, reviews and individual support plans.
• A calm, positive and flexible approach, with the ability to respond effectively to changing situations throughout the school day.
• A commitment to safeguarding and promoting the welfare of children and young people.
• A willingness to engage in relevant training and professional development to support the child's needs effectively.
• Experience of supporting pupils with Education, Health and Care Plans (EHCPs).
• Knowledge of intensive interaction, sensory circuits, Attention Autism, PECS, Makaton or other alternative communication approaches.
• Experience of working within a specialist or resource provision setting.