SEND Teaching Assistant: Nurture Growth in Inclusive Class

Prospero Teaching London

Maidstone

On-site

GBP 18,000 - 23,000

Full time

3 days ago
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Job summary

Prospero Teaching London is seeking a SEND Teaching Assistant to join a welcoming mainstream primary school in Maidstone from January 2027. This role focuses on supporting children with Special Educational Needs and Disabilities (SEND) in an inclusive setting.

You will provide 1:1 and small-group support, help implement individualized plans, and collaborate with teachers and the SENDCo to meet each pupil’s needs. A patient, proactive approach and strong teamwork are essential for success.

Qualifications

  • Has experience working with children with SEND.
  • Is patient, compassionate and understanding.
  • Has excellent communication and teamwork skills.
  • Can adapt their approach to meet individual learning needs.
  • Is proactive, reliable and enthusiastic.
  • Has a genuine passion for making a difference in children's lives.

Responsibilities

  • Provide 1:1 and small-group support to pupils with additional needs.
  • Support children with their learning, development and social skills.
  • Help implement individual education plans and tailored learning activities.
  • Work closely with the class teacher and SENDCo to meet pupils' individual needs.
  • Encourage positive behaviour, independence and confidence.
  • Create a safe, nurturing and inclusive classroom environment.

Skills

SEND experience
Patience
Communication
Teamwork
Adaptability

Job description

Prospero Teaching London is seeking a SEND Teaching Assistant to join a welcoming mainstream primary school in Maidstone from January 2027. This role focuses on supporting children with Special Educational Needs and Disabilities (SEND) in an inclusive setting.

You will provide 1:1 and small-group support, help implement individualized plans, and collaborate with teachers and the SENDCo to meet each pupil’s needs. A patient, proactive approach and strong teamwork are essential for success.

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