Teaching Assistant

Future Schools Trust; Maidstone; Presencial; GBP 18.000 - 23.000; Jornada completa

Descripción de la vacante

New Line Learning Academy is seeking a proactive Teaching Assistant to support pupils on the SEND register, including those with EHCPs, both in the classroom and through targeted interventions.

The role involves working closely with teachers, SEND staff and families to enable personalised learning, independence and excellent progress. Prior experience in small group and 1:1 support is essential; professional development and specialist SEND training are provided.

Formación

• Experience supporting pupils on SEND register including those with EHCPs.
• Experience delivering evidence-based interventions across a range of needs.
• Committed to developing SEND provision and professional development.

Responsabilidades

• Provide personalised support to pupils in and out of the classroom.
• Work with teachers, SEND staff and families to enable learning and progress.

Conocimientos

Supporting SEND pupils

One-to-one support

Descripción del empleo

New Line Learning Academy is seeking to appoint an enthusiastic, dynamic and highly motivated Teaching Assistant to support pupils on the SEND register (including those with Education, Health and Care Plans), both within the classroom and through targeted intervention programmes.

This is an exciting opportunity to join a committed and inclusive team dedicated to ensuring that all students achieve their full potential. Successful candidates will work closely with teachers, SEND staff and families to provide personalised support that enables pupils to access learning, develop independence and make excellent progress.

We are looking for an individual who has experience of supporting young people in both small group and one-to-one settings and who is committed to developing their expertise in SEND provision. Teaching Assistants at New Line Learning Academy receive a comprehensive programme of professional development and specialist training, enabling them to become highly skilled practitioners in delivering evidence-based interventions across a range of needs.