Higher Level Teaching Assistant

Chalk Hill; Sudbury; On-site; GBP 28,000 - 31,000; Full time

Job summary

Chalk Hill Academy in Sudbury is seeking a Higher-Level Teaching Assistant (HLTA) to support children with learning difficulties, including ASD and related emotional and communication needs. The role involves working with teachers to deliver differentiated lessons, running interventions, and helping students develop routines that foster growth in a calm, nurturing environment.

The successful candidate will have a patient, reflective approach to inclusive education, with understanding of autism

Qualifications

• A good understanding of autism, sensory processing differences, and communication strategies is desirable
• Experience or training in Trauma-Informed Practice (TIS) would be advantageous
• Background in supporting pupils with additional or complex needs would be beneficial

Responsibilities

• Deliver engaging and differentiated learning activities in collaboration with teachers
• Lead small group and one-to-one interventions to support learners
• Help create positive, structured routines that promote academic progress and personal growth
• Foster emotional wellbeing, independence and confidence for pupils

Job description

• Chalk Hill Academy, Sudbury*
• 37 hours a week, 39 weeks per year - Permanent
• Salary: £28,155 - £30,516 per annum (Dependent on qualifications and experience)
• Actual Salary: £23,892 - £25,907 per annum

*With relocation to Bury St Edmunds in Spring 2027

We are seeking a Higher-Level Teaching Assistant (HLTA) to join our dedicated and compassionate team, supporting children and young people with learning difficulties, including Autism Spectrum Disorder (ASD) and associated social, emotional, and communication needs. This rewarding role is integral to helping each learner thrive within a calm, consistent, and nurturing environment.

As a valued member of our team, you will work closely with teachers to deliver engaging and differentiated learning activities, lead small group and one-to-one interventions, and help create positive, structured routines that promote both academic progress and personal growth. You will also play an important role in fostering emotional wellbeing, independence, and confidence, ensuring that every pupil feels understood, valued, and supported.

We are looking for someone who is patient, reflective, and passionate about inclusive education. A good understanding of autism, sensory processing differences, and communication strategies is desirable, alongside the ability to adapt to the needs of individual learners. Experience or training in Trauma-Informed Practice (TIS) would be advantageous, as would any background in supporting pupils with additional or complex needs.

In return, you will join a caring and collaborative team where your ideas and professional growth are valued. You’ll have opportunities to develop your skills further and make a genuine difference to the lives of children who benefit from stability, creativity, and understanding in their learning journey.