Special Education Teaching Assistant – Royston Impact

Reed

Royston

On-site

GBP 19,000 - 21,000

Full time

8 days ago
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Benefits offered by this job

Competitive salary package
Ongoing professional development
Supportive work environment
Chance to make a difference

Job summary

Reed in Royston, United Kingdom, is seeking a dedicated Special Educational Needs Teaching Assistant to support children with SEN. You will work 1:1, follow individualized learning plans, and help create an inclusive classroom environment.

Hours are 08:30 to 16:30, with a full-time contract and an ASAP start. The role offers ongoing professional development, a supportive team, and the chance to make a tangible difference in students' educational journeys.

Qualifications

  • Genuine passion for working with children with special educational needs.
  • Excellent communication and interpersonal skills.
  • Patience, empathy, and ability to adapt teaching strategies to individual needs.
  • Team player with willingness to collaborate with staff.

Responsibilities

  • Provide one-on-one support to students to meet individual learning goals.
  • Assist with implementation of specialized learning plans and interventions.
  • Create and maintain a nurturing, inclusive classroom environment.
  • Monitor and report on students' academic and social-emotional development.
  • Support students during outings, field trips, and extracurricular activities.

Skills

One-on-One Support
Communication Skills
Teamwork
Patience
Adaptability

Education

Relevant SEN education experience

Job description

Reed in Royston, United Kingdom, is seeking a dedicated Special Educational Needs Teaching Assistant to support children with SEN. You will work 1:1, follow individualized learning plans, and help create an inclusive classroom environment.

Hours are 08:30 to 16:30, with a full-time contract and an ASAP start. The role offers ongoing professional development, a supportive team, and the chance to make a tangible difference in students' educational journeys.

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