Learning Support Assistant

The Graduate Network; Birmingham; On-site; GBP 17,000 - 19,000; Full time

Job summary

The Graduate Network is seeking a Psychology graduate to support secondary pupils with SEN in Central Birmingham. You will provide personalised 1:1 assistance and lead small-group interventions, developing understanding of SEN strategies and adolescent development.

This temporary, term-time role is based in a Central Birmingham secondary school, offering hands-on classroom experience and the opportunity to contribute to pupil attainment until July 2027. £92–£104 daily.

Qualifications

• Degree – a 2:2 or above in Psychology, Educational Psychology or a closely related discipline with a focus on learning and development.
• GCSE English and Maths at grade 4/C or above, with the confidence to support students.
• Enhanced DBS certificate with the appropriate children's barred list check.
• SEN knowledge – awareness of how additional needs influence learning and engagement.
• Personal qualities – strong communication, emotional maturity and ability to build relationships with teenagers.
• Relevant experience in tutoring, youth mentoring or educational support is desirable but not essential.

Responsibilities

• Deliver 1:1 and small-group support to KS3/KS4 students with SEN.
• Help learners improve academic performance and access the curriculum.
• Lead sessions to improve reading, writing, and mathematical reasoning.
• Break down complex content using resources to make learning accessible.
• Liaise with teachers and the SENCO to review outcomes and adjust support.

Skills

Patience

Strong communication

Empathy

Rapport with young people

Education

2:2 Psychology or related discipline

GCSE English and Maths (4/C or above)

Enhanced DBS certificate

Job description

This Learning Support Assistant post in Birmingham suits a Psychology graduate eager to support secondary pupils with special educational needs. Working through The Graduate Network, the successful candidate provides personalised 1:1 assistance and leads small-group interventions for underachieving students who need extra guidance to access the curriculum. Duties include helping learners improve academic performance while developing knowledge of learning difficulties, adolescent development and effective SEN strategies. The temporary contract runs from an immediate start until July 2027, paying £92 to £104 per day. Key skills include patience, strong communication, empathy and the ability to build rapport with young people. Based in a Central Birmingham secondary school, this full‑time, term‑time role offers hands‑on classroom experience.

Learning Support Assistant

Are you a Psychology graduate looking to gain valuable experience supporting young people with special educational needs? This Learning Support Assistant role in Central Birmingham will give you the opportunity to work with underachieving secondary school students who require additional guidance to access the curriculum and improve their academic performance. You will provide personalised 1:1 assistance and lead small-group interventions, developing your understanding of learning difficulties, adolescent development and effective SEN support strategies.

• Immediate start until July 2027
• £92 - £104 per day
• Secondary school located in Central Birmingham
• 1:1 and small group support to underachieving SEN students

Your Duties

Deliver individual learning support to KS3 and KS4 students with SEN, helping them overcome academic difficulties and make progress towards personalised attainment targets.

Lead targeted small-group sessions to improve reading comprehension, written communication and mathematical reasoning for students working below expected levels.

Break down complex subject content into manageable activities, using writing frames, visual resources and guided examples to make learning more accessible.

Support students with autism, ADHD, dyslexia and other additional needs by encouraging effective study habits, independent working and positive classroom participation.

Help students prepare for assessments and GCSE examinations through structured revision activities, retrieval practice and reinforcement of essential curriculum knowledge.

Liaise with subject teachers and the SENCO to review intervention outcomes, maintain accurate progress records and adjust support according to individual education plans.

The School

This secondary school in Central Birmingham is looking to appoint a dedicated Learning Support Assistant to strengthen the academic support available to students with additional educational needs. The position will involve working across different curriculum subjects, providing focused assistance to young people whose learning difficulties or gaps in knowledge are affecting their attainment. You will gain experience of secondary classroom expectations, differentiated instruction and the practical application of individual SEN support strategies. Working alongside experienced education professionals will help you develop the skills needed to identify learning barriers, encourage student independence and contribute to improved educational outcomes. This opportunity is particularly suitable for graduates exploring Educational Psychology, specialist SEN provision or further training within secondary education.

The Requirements

• Degree – A 2:2 or above in Psychology, Educational Psychology, Developmental Psychology or a closely related discipline with a substantial focus on learning and development.
• GCSE Qualifications – GCSE English and Maths at grade 4/C or above, with the academic confidence to support students working towards secondary curriculum expectations.
• Enhanced DBS – An Enhanced DBS certificate with the appropriate children's barred list check is required. Applicants must hold one or be willing to obtain one before starting.
• SEN Knowledge – An awareness of how additional needs such as autism, ADHD, dyslexia and processing difficulties can influence academic achievement and classroom engagement.
• Personal Qualities – Strong communication skills, emotional maturity and the ability to build professional relationships with teenagers who may lack confidence or motivation.
• Relevant Experience – Previous experience in tutoring, youth mentoring, educational support or working with individuals with additional needs is desirable but not essential.