SEND Learning Support Assistant - Full-Time

Philosophy Education LTD.; Greater London; On-site; GBP 17,000 - 20,000; Full time

Job summary

Philosophy Education is seeking a dedicated Learning Support Assistant to join a specialist all-through SEND school in Slough on a full-time basis. You will provide tailored support to pupils aged 2–19, helping them access learning and develop independence, under the guidance of teaching staff and therapists.

The role focuses on supporting students with ASD/SEMH, implementing positive behaviour strategies, and fostering emotional regulation and confidence in a collaborative, multidisciplinary

Qualifications

• Experience working in a SEND or specialist school setting.
• Experience supporting children with Autism (ASD) and SEMH needs.
• Patient, calm, and resilient approach with ability to build positive relationships.
• Strong communication and teamwork skills.
• Enhanced DBS clearance or willingness to apply through Philosophy Education.

Responsibilities

• Provide 1:1 and small group support to pupils with additional learning needs.
• Support pupils with their learning, communication, social interaction and emotional development.
• Implement positive behaviour management strategies to support pupils who may display challenging behaviours.
• Help pupils develop emotional regulation, independence and confidence.
• Adapt your approach to meet individual learning, sensory and behavioural needs.
• Work collaboratively with teachers, therapists and other professionals to ensure pupils receive consistent and effective support.

Skills

1:1 support

ASD experience

SEMH experience

Strong communication

Teamwork

Job description

Philosophy Education is seeking a dedicated Learning Support Assistant to join a specialist all-through SEND school in Slough on a full-time basis. You will provide tailored support to pupils aged 2–19, helping them access learning and develop independence, under the guidance of teaching staff and therapists.

The role focuses on supporting students with ASD/SEMH, implementing positive behaviour strategies, and fostering emotional regulation and confidence in a collaborative, multidisciplinary