Teaching Assistant to support students with SEND - Fixed-term contractEDV/2026/CCS/33969

Waterside Academy

Greater London

On-site

GBP 22,000 - 23,000

Full time

4 days ago

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Job summary

Cumberland Community School in London is seeking a Teaching Assistant to support pupils with SEND in a mainstream setting. This fixed-term, full-time role requires managing a varied workload and contributing to high standards of inclusive education.

The post runs until 31 August 2027, with a rolling closing date for applications. The school values professional development and teamwork within the Community Schools Trust.

Responsibilities

Support pupils with SEND in a mainstream school setting.
Manage a varied workload and learn new skills.
Be a team player committed to high levels of service.

Job description

Teaching Assistant to support students with SEND - Fixed-term contract at Cumberland Community School

Job Reference #: EDV/2026/CCS/33969

Location: Oban Close, London, Greater London, E13 8SJ

Contract Type: Fixed Term

Contract Term: Full-Time

Salary: £22,381.00 - £23,022.00 Annually (Actual)

Hours Per Week: 32.5 hours per week, Monday to Friday

Fixed Term End Date: Tue 31st Aug, 2027

Closing Date: Midnight, Wed 23rd Sep, 2026

Start Date: November 2026

Positions Available: 1

About This Role

We are currently seeking a Teaching Assistant to support pupils with special educational needs (SEND) in the mainstream school. You will able to manage a varied workload and be able to learn new skills effectively. You will also be a team player who is committed to providing the highest levels of service.

Cumberland Community School is part of Community Schools Trust. We serve a wonderfully diverse community, many of whom face challenges through no fault of their own. It is for this reason we want to level the playing field for all of our students, regardless of their background, by providing a world class education.

We care about outcomes. We know good grades lift life chances and impact health, wealth and even mortality. We know that teachers have the greatest impact on pupil outcomes and so we take professional development seriously, whatever our role in the school. Whether we have taught for two months, two years or twenty years, we believe in our capacity to always improve in the classroom.

Our professional development provision is fundamental to our commitment to improve. We invest in our own and each others’ development and use principles of instructional coaching to provide feedback to each other. Our training involves deliberate practice, video models of excellent practice and lots of fun! The desire to improve a little bit everyday permeates the culture in our school.

Our approach to teaching is evidence informed. We avoid ‘discovery learning’ methods and instead, we teach explicitly. Our teachers are experts in the classroom and lead from the front. We focus on perfecting routines for behaviour, like entry into lessons and transitions between tasks so that we can maximise time spent on learning. We have excellent behaviour systems which mean teachers can focus on what we love doing most - teaching!

As well as excellent outcomes, we want our students to be well rounded individuals who will thrive beyond school years; that’s why we deliberately teach prosocial behaviours like making eye contact when greeted, listening attentively and showing gratitude. We know these skills will set all of our students up for life, particularly those from disadvantaged backgrounds.

When students fall behind, our teachers run interventions outside of their lessons. We provide an extra session after school for all year 11 students so their families don't have to worry about paying for a tutor. Teachers work hard here. Our students deserve nothing less and we expect the highest of standards from them because we know they are capable of achieving them.

But we invest in working smart too: we have a 3 week Christmas holiday, no retrospective book marking, no student report writing and a 4 and half day week.

We recognise talent and impact. There are lots of opportunities for promotions within the school and Community Schools Trust. Our staff body at all levels is a true reflection of the makeup of the community we serve - we are proud of this and welcome anyone who will add value to our wonderful school community.

We recognise talent and impact at CCS. There are lots of opportunities for promotions within the school and Community Schools Trust. Our staff body at all levels is a true reflection of the makeup of the community we serve - we are proud of this and welcome anyone who will add value to our wonderful school community.

Applications are to be considered on a rolling basis.

The Community Schools Trust is committed to safeguarding and promoting the welfare of children and young people, and expects all staff and volunteers to share this commitment. In line with Safer Recruitment guidelines, all appointments are subject to an enhanced Disclosure and Barring Service (DBS) check and satisfactory references. We are an inclusive employer and welcome applications from all sections of the community.

Safeguarding Statement

Community Schools Trust are committed to safeguarding and promoting the welfare of children and young people and expect all staff and volunteers to share this commitment. Community Schools Trust ensure that all our recruitment and selection practices reflect this commitment.