Level 3 Teaching Assistant - Student Progress & Support

Waterloo Primary Academy; Lancashire; On-site; GBP 18,000 - 24,000; Full time

Job summary

Waterloo Primary Academy in Lancashire is seeking a Teaching Assistant Level 3 to assist learning and promote pupil progress within a supportive school environment.

The role involves delivering targeted interventions, collaborating with teachers and other professionals, and fostering inclusive practice while building strong relationships with pupils and families in line with the school’s values.

Qualifications

• Holds a relevant Level 3 Teaching Assistant qualification (or equivalent).
• Committed to securing the best outcomes for all pupils through high expectations, inclusive practice and a child-centred approach.
• Can deliver and adapt targeted interventions and learning support to promote pupil progress alongside high-quality teaching.
• Uses effective questioning, modelling and scaffolding to support learning while promoting independence and resilience.
• Builds positive relationships with pupils, staff and families to support social/emotional and behavioural development.
• Works collaboratively with teachers and other professionals to support assessment and identify barriers to learning.

Responsibilities

• Deliver and adapt targeted interventions and learning support that complement high-quality classroom teaching.
• Support assessment and identify barriers to learning in collaboration with teachers and other professionals.
• Contribute to effective provision for all learners while building positive relationships with pupils, staff and families.

Skills

Targeted interventions

Inclusive practice

Child-centred approach

Questioning techniques

Relationship building

Collaboration with staff

Education

Level 3 Teaching Assistant qualification

Job description

Waterloo Primary Academy in Lancashire is seeking a Teaching Assistant Level 3 to assist learning and promote pupil progress within a supportive school environment.

The role involves delivering targeted interventions, collaborating with teachers and other professionals, and fostering inclusive practice while building strong relationships with pupils and families in line with the school’s values.