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EYFS Teaching Assistant Sense Education

Sense Education Limited

Workington

On-site

GBP 18,000 - 24,000

Full time

29 days ago

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Job summary

A leading educational organization is seeking an enthusiastic EYFS Teaching Assistant in Workington. This role involves supporting young learners, particularly those with additional needs, in a nurturing environment. The ideal candidate will have relevant qualifications and a passion for helping children thrive in their educational journey.

Benefits

Supportive team environment
Opportunity to make a difference
Potential for permanent position

Qualifications

  • Experience supporting children with ASD and ADHD.
  • Relevant qualifications in childcare or teaching assistance.
  • Strong communication skills for collaboration.

Responsibilities

  • Support the class teacher in delivering engaging lessons.
  • Assist with planning and delivering activities for children.
  • Provide one-on-one support to children with additional needs.

Skills

Communication
Patience
Adaptability

Education

Teaching Assistant qualification
Childcare qualification
Early Years Practitioner qualification

Job description

We are currently seeking an enthusiastic and caring EYFS Teaching Assistant to join our welcoming team in the Workington area. This is a fantastic opportunity for someone who is dedicated to supporting young learners and helping them grow in their educational journey.

Are you passionate about making a difference in the lives of young children? Do you have a strong desire to support children with additional needs in a fun, supportive, and inclusive environment? If so, we would love to hear from you!

What You’ll Be Doing:

-Supporting the class teacher to deliver engaging and creative lessons in the EYFS setting.
-Assisting with the planning and delivery of activities that inspire and engage children in their learning.
-Providing one-on-one or small group support to children, especially those with ASD and ADHD, ensuring they feel confident and included.
-Creating a positive and safe classroom atmosphere where every child can thrive.
-Building meaningful relationships with both children and staff to support the growth and well-being of each pupil.

Who We Are Looking For:

-Someone with a passion for working with young children, particularly within the EYFS.
-Experience or knowledge of supporting children with ASD and ADHD – we would love to hear about how you’ve supported learners with additional needs in the past.
-A calm, patient, and kind approach, with the ability to adapt to each child’s unique needs.
-Strong communication skills to collaborate with teachers, staff, and parents.
-A willingness to learn and develop new skills.
-Relevant qualifications, such as a Teaching Assistant, Early Years Practitioner, Childcare qualification or similar.

Why You’ll Love Working with Us:

-A supportive and friendly team where you will be valued and encouraged.
-The chance to make a real difference in the lives of children, helping them achieve their full potential.
-A welcoming school environment where every child’s learning and well-being is a priority.

Hours: 8.30-3.30 Monday to Friday. Part time applications also welcomed.

If you’re looking for a role where you can bring your passion for education and support children in an inspiring and rewarding environment, this could be the perfect opportunity for you!

Safeguarding children is an integral part of what we do and we have a stringent safer recruitment process. We undertake checks on all the candidates we work with. As such we require a current Enhanced DBS Disclosure for everyone working in Schools. If you do not have a subscription to the DBS Update Service, you may be required to complete a new DBS application as part of the registration process. If you take a temporary role with Sense Education you will be paid on a weekly basis.

All pay rates quoted will be inclusive of 12.07% statutory holiday pay. This advert is for a temporary position but long term. In some cases, the option to make this role permanent may become available.

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