Teaching Assistant level 3 - Grove Specialist Provision

School Improvement Liverpool Ltd; Wigan; Hybrid; GBP 20,000 - 22,000; Full time

Job summary

Rectory CE Primary School in St Helens is seeking a Teaching Assistant Level 3 to join the Grove Specialist Provision, an on-site facility supporting children with autism. You will work as part of a dedicated team to develop communication, independence and life skills.

The role is permanent, full time, term time only, with a salary in the SEN allowance range of £20,040.17 to £21,573.38. Closing date 5 November 2026.

Responsibilities

• Support pupils with autism and promote inclusion, communication, independence and life skills.
• Assist with Individual Education Plans and therapy/medical programmes as designed by specialists.
• Provide one-to-one support and monitor pupil progress under teacher guidance.
• Assist with classroom supervision, admin tasks and display of pupils' work.
• Contribute to planning, recording and reporting in relation to behaviour management.

Job description

Teaching Assistant level 3 - Grove Specialist Provision (Rectory CE Primary School)

We are looking to appoint a highly motivated and skilled Teaching Assistant Level 3 to join our established Grove Specialist Provision at Rectory CE Primary School.

Grove is our on-site specialist provision, attached to our mainstream school, comprising four specialist classrooms for children with autism. You will join a dedicated and supportive team, working together to provide the very best outcomes for our children, with a strong focus on developing communication, independence and life skills.

Role Information

Job Title Teaching Assistant level 3 - Grove Specialist Provision Job Type Teaching & Learning Job Phase Primary Location St Helen's

Grade Pt 7-11 Actual Salary Information includes SEN allowance Actual Salary Range £20,040.17 - £21,573.38 Contract Type Permanent Contract Term Full time, Term time only Closing Date Thursday, November 5th, 2026

DUTIES and RESPONSIBILITIES:

1. SUPPORT FOR THE PUPIL

• Establish good working relationships with pupils, acting as a role model and setting high expectations
• Provide consistent support to all pupils, responding appropriately to individual
  pupil needs
• Assist with the development and implementation of Individual Education Plans
• Promote inclusion and acceptance of all pupils
• Encourage pupils to interact with others and engage in activities led by the teacher
• Promote self- esteem and independence, employing strategies to recognise and reward achievement within established school procedure
• Provide feedback to pupils in relation to progress and achievement under the guidance and direction of the teacher
• Use specialist (curricular/learning) skills/training/experience to support pupils
• Assist in the administering of routine and emergency medication

God is our Strength “Live life in all its fullness” (John 10:10)

• Assist in the planning, implementation, assessing, recording, and reporting in relation to personal care and independence programmes
• Assist with the carrying out of therapy and medical programmes that have been designed and monitored by therapy and medical staff
• Provide one- to- one support for pupils in either a care/special needs capacity as or when required

2. SUPPORT FOR THE TEACHER

• To provide classroom supervision in the absence of a teacher
• Communicate feedback from the covered lesson to the teach er
• Work under the direction of the lead teacher/organiser when accompanying staff on school visits
• Provide clerical/administration support (e.g., photocopying, typing, filing, collecting money etc.)
• Assist with the display of children’s work
• Establish and maintain an appropriate learning environment under the supervision of the teacher
• Contribute to lesson planning, evaluating, and adjusting lessons/work plans as appropriate
• Monitor and evaluate pupils’ responses to learning activities through observation and planned recording of achievement against pre- determined learning objectives
• Provide objective and accurate feedback and reports as required, to the teacher on pupil achievement, progress, and other matters, ensuring the availability of appropriate evidence
• Promote positive values attitudes and good pupil behaviour, dealing promptly with conflict and incidents and encouraging pupils to take responsibility for their own behaviour in line with established school policy
• Liase sensitively and effectively with parents/carers as agreed with the teacher within role/responsibility and participate in feedback sessions/meetings with parents under teacher’s supervision
• Assist in the planning, implementation, assessing, recording, and reporting in relation to behaviour management plans

3. SUPPORT FOR THE CURRICULUM

• Support the delivery of agreed learning activities/learning programmes, adjusting activities according to pupil learning styles and individual needs
• Support the delivery of literacy/numeracy programmes, effectively utilising all alternative learning opportunities to support extended developme nt
• Support the use of ICT in learning activities and develop pupils’ competence and independence in its use
• Assist pupils to access learning activities through specialist support e.g., curriculum/SEN specialism
• Determine the need for, prepare and maintain levels of general and specialist equipment and resources God is our Strength “Live life in all its fullness” (John 10:10)

4. SUPPORT FOR THE SCHOOL

• Be aware of and comply with school policies and procedures relating to child protection, pupil behaviour and discipline, health and safety and security, confidentiality, and data protection. Report all concerns to the appropriate person (as named in the p olicy concerned)
• Be aware of and support difference and ensure all pupils have equal access to opportunities to learn and develop
• Contribute to the school ethos, aims and development/improvement pla n
• Establish constructive relationships and communicate with other agencies/professionals, in liaison with the teacher, to support achievement and progress of pupils
• Attend and participate in regular meetings as appropriate
• Participate in training and other learning activities as required
• Assist with the planning of opportunities for pupils to learn in out -of- school contexts, according to school policies and procedures and within working hours
• Accompany teaching staff and pupils on visits, trips and out of school activities as required
• High expectations of all pupils; respect for their social, cultural, linguistic, religious, and ethnic backgrounds; commitment to raising their educational achievements
• To be responsible for improving your own practice through observation, evaluation, and discussion.

Personal Qualities

What We’re Looking For We are looking for a Teaching Assistant Level 3 who is:

• Passionate about supporting children with autism, particularly in developing speech, language, and communication skills.
• Experienced or enthusiastic to develop expertise in specialist interventions—full training will be provided (e.g. Attention Autism, Makaton, Communication boards, Intensive Interaction).
• Confident in delivering planned interventions and supporting individual learning needs in line with EHCP outcomes.
• Flexible and capable of providing class cover when required, under the direction of the teacher or senior leaders.
• A strong communicator and team player, working effectively with teachers, therapists, families, and other professionals.
• Positive, proactive, and dedicated to improving outcomes for every child.

Application Information

Closing Date Thursday, November 5th, 2026 Shortlisting Date Friday, November 6th, 2026