Teaching Assistant Level 2 SEN

Somers Park Primary School; Malvern; On-site; GBP 19,000 - 23,000; Part time

Job summary

Somers Park Primary School seeks a Teaching Assistant for a fixed-term role (until July 27) to provide 1:1 SEND support across KS1 and KS2. The post includes breakfast duty on Thursdays and requires involvement across Malvern Vale site. Start date is 30th November or as soon as possible after.

The role focuses on enabling access to learning, supporting pupils to reach full potential, and raising achievement while upholding school routines and policies.

Qualifications

• Experience of working as a Teaching Assistant in a school.
• Experience of working with children with Special Educational Needs and Disabilities.
• Experience of building and maintaining relationships with children and adults.
• Willingness to undertake further training.

Responsibilities

• Assist with preparation of materials and delivery of the curriculum, including using IT.
• Direct group activities within and away from the classroom.
• Assist with assessment of children's progress.
• Support literacy, numeracy and other curriculum areas for identified pupils.
• Follow and implement the school's behaviour policy.
• Liaise with parents and carers with confidentiality.

Skills

IT literacy

De-escalation techniques

Behaviour management

Team work

Empathy with children

Education

L2 Certificate in Learning Support

L3 in Supporting Teaching and Learning/ Child Development

GCSE English & Maths (A-C)

Safeguarding

Tools

IT for teaching/management

Job description

Job Purpose

To work under the direction of the Headteacher and other designated teachers and professionals to support the education, development, and welfare of a pupil with special educational needs. The role focuses on enabling access to learning and promoting full participation in the social and academic life of the school.

The postholder will take a proactive approach to inclusion, supporting the pupil to develop confidence, independence, and positive self-esteem, while fostering strong relationships and social skills. A key aspect of the role is to ensure the pupil is supported to achieve their full potential and to contribute to raising standards of achievement.

We are looking to appoint a fixed-term (until July 27 initially) teaching assistant to join our staff.

-30 30 hours- fixed-term, 1:1 SEND support for individual children in KS1 and KS2; it is expected this will be initially be on our Malvern Vale site (8.45am- 3.15pm)

-45 45 mins breakfast duty on Thursday (8am-8.45am)

-Th The start date is Monday 30th November, or as soon as possible after this date.

Key Responsibilities

• To assist with the preparation of materials and delivery of the curriculum, including using IT
• To direct group activities within and away from the classroom
• To assist with the assessment of children's progress
• To assist with meeting academic, medical, personal, social and behavioural needs
• To improve the social skills and relationships of pupils outside the classroom
• To liaise sensitively and effectively with parents and carers with confidentiality, recognising their roles in pupils’ learning
• To work with parents/carers and families to secure positive family support and involvement.
• To contribute to literacy, numeracy and other curriculum support for identified pupils both within and outside of the classroom
• Support the ethos of the school and follow school routines and procedures
• Undertake a programme of Induction and attend in-service training with in and outside school as directed by the Headteacher
• Be aware of, and maintain, confidential issues as required
• Undertake the direction of the teacher and/or line manager to:
• Assist in the planning and delivery of designated areas of the curriculum
• Support pupils in accessing and understanding lesson objectives
• Assist in the planning, preparation and clearing away of resources necessary for the delivery of the curriculum, including IT
• Support the implementation of the school's behaviour policy
• Direct group activities with in and away from the classroom including:
• implementing 'catchup' programmes with targeted groups;
• explaining and clarifying tasks;
• modelling language use and extending pupils’ explanations;
• using questioning to probe understanding and to extend pupils’ thinking; and
• adapting resources to suit learning needs.
• Promote the self-esteem, progress and independent learning of children
• Support the teacher in the identification and assessment of learning needs, adapting resources and delivery as appropriate
• Support the teacher in the assessment, recording, and reporting of pupils' progress
• Supporting pupil’s progress by keeping up to date with issues pertinent to the curricular area by continued professional development
• Participate in the planning, delivery and evaluation of individual education plans with the teacher
• Provide regular feedback to the teacher and, where relevant, the SENCO on the participation and progress of pupils
• Contribute to reviews of children's progress as required
• Facilitate the inclusion of children with special educational needs, giving them access to the curriculum, both inside and outside the classroom
• Support, as directed, links between home and school
• Liaise, as directed, with other professionals to support children's needs
• Assist with the movement of pupils around the building and surrounding areas and with activities away from the classroom within and outside lesson time.
• Participate in general school activities including assembly, off site activities, PE, break and lunch-time activities, sports day, school visits etc. as required.
• Be aware of and promote children's general welfare and follow the school's health and safety procedures.
• Assist with the preparation and mounting of display materials
• To participate in relevant training and attend staff meetings if appropriate
• To undertake designated administrative and clerical tasks, in order to support teaching and learning
• Undertake PRICE training regularly including updates and use these skills (both de- escalation and restraint interventions) as necessary
• Carry out other duties as directed by the Headteacher
• Undergo review of duties and responsibilities according to the school’s schedule
• To be prepared to undertake cover supervision if necessary under the direction of the Headteacher or Deputy Headteacher.
• This role involves constant contact with children. The role requires engagement in regulated activity relevant to children
• This post is not exempt from the Rehabilitation of Offenders Act 1974 and the amendments to the Exceptions Order 1975, 2013 and 2020

Person Specification

Key Criteria in addition to the statements in the advert. Assessment, shortlisting & final selection will be assessed initially through candidates' application forms and information. Shortlisted candidates will be further assessed through references and interview activities.

Experience and Education

• Experience of working as a Teaching Assistant in a school
• Experience of working with children with Special Educational Needs and Disabilities’.
• Experience of working with vulnerable children or young people with trauma/ adverse childhood events.
• Experienced in building and maintaining successful relationships with children and other adults.
• Developing high quality learning resources, under the direction of the teacher.
• Experience of using assessment packages to accurately record pupil data.
• Experience of phonics teaching.
• Experience of assisting with the assessment, recording and reporting of pupils’ progress.
• Experience of using de-escalation strategies.

Skills and Attributes

• The ability to follow and apply the teacher’s instructions and clearly explain these to pupils.
• The ability and willingness to work flexibly within the school and attend INSET days as required.
• Knowledge and confidence in using IT for teaching and management purposes
• Ability to treat children and young people consistently, with respect and consideration, being concerned for their development as learners.
• The ability to facilitate the pupil’s independent learning.
• The ability to accurately record and report on pupils’ progress
• IT Literate
• Demonstrate and promote the positive values, attitudes and behaviour they expect from the pupils with whom they work.
• Work collaboratively with colleagues, and carry out their roles effectively, knowing when to seek help and advice.
• The ability to develop high quality learning resources, under the direction of the teacher.
• Team Teach/ Price trained, or willing to undertake.
• The ability to relate well to pupils, parents and staff.
• Remain calm under pressure.
• Personal resilience and compassion when working with children who can be demanding or abusive because of their trauma and SEND.
• Good team worker.

Education and Qualifications

• L2 Certificate in Learning Support (or an equivalent qualification).
• L3 in Supporting Teaching and Learning/ Child Development
• Willingness to undertake further training, as appropriate.
• GCSE A*-C in English and Maths or British regulated qualification framework level 2 and above or International English language testing system (IELTS) score of 5.0
• Safeguarding
• Ability to perform a role that involves constant contact with children.
• Ability to perform a role that requires engagement in regulated activity relevant to children.

Safer Recruitment

Mercian Educational Trust is committed to safeguarding and promoting the welfare of children and young people and expects all staff to share this commitment.

All positions are subject to child protection screening appropriate to the post, which will include an Enhanced Disclosure and Barring Service (DBS) check for the children’s workforce and a Children’s Barred List check.

This post requires the ability to perform a role that involves frequent contact with children.

This post is exempt from the Rehabilitation of Offenders Act 1974 and the amendments to the Exceptions Order 1975, 2013 and 2020.

Why Choose MET?

Mercian Educational Trust is a connected family of schools, united by collaboration, professional trust, and a shared commitment to continuous improvement.

Our approach is built around three core beliefs: Working together, Working to grow, and Working well.

Working together means strong professional networks across our schools, combined with genuine autonomy that enables staff to shape practice in response to their pupils and context.

Working to grow reflects our commitment to development for everyone at every stage, with clear career pathways, high-quality CPD, and opportunities to progress across the trust.

Working well ensures that wellbeing and workload sustainability are embedded in how we operate, with systems, expectations, and support designed to help staff thrive in their roles.

Across all three, our aim is simple: to create an environment where colleagues are supported to thrive, empowered in their work, and prepared for long-term success.

For more information about working with us, please visit our careers page. For further details about the individual school, please visit the school’s careers page.