Teaching Assistant - Woolsery Primary School (Village Schools Partnership)

Devon County Council; Devon and Torbay; On-site; GBP 12,000 - 17,000; Full time

Job summary

Woolsery Primary School (Village Schools Partnership) in Devon, UK, is seeking a caring Teaching Assistant to provide dedicated one-to-one support for a Reception pupil with complex additional needs. You will work closely with teachers and SENDCo to implement EHCP provisions and support development across learning, communication and wellbeing.

The role emphasizes building trusting relationships, consistency and responsive support, with opportunities for professional development and involvement

Qualifications

• Warm, caring and patient approach to supporting a pupil with complex needs.
• Ability to build trusting relationships with child, family and staff.
• Willingness to learn and develop skills through training and guidance.

Responsibilities

• Provide one-to-one support for a Reception-aged pupil with complex needs.
• Support the pupil’s learning, communication, emotional wellbeing and participation.
• Work with the class teacher, SENDCo and others to implement EHCP & IEP provisions.
• Observe, record and share progress, barriers and needs with the team.
• Deliver personalised learning activities and adapt approaches as needed.
• Support development of communication, early learning, social interaction and independence.
• Maintain consistent routines using visual resources and play-based learning.
• Encourage pupil participation in classroom activities and wider school life.
• Contribute to safeguarding and ensure confidentiality and safety.

Skills

Caring

Patience

Teamwork

Communication

Job description

We are seeking a caring, enthusiastic, patient and committed Teaching Assistant / Pupil Support Assistant to provide dedicated one-to-one support for a Reception-aged pupil with complex additional needs.

The post is temporary to assist with provision of the special educational needs of a pupil and is subject to their continued attendance at the school and/or the result of any review of their special needs.

You will play a vital role in supporting the pupil’s learning, communication, emotional wellbeing, independence and participation in school life. Although the pupil is of Reception age chronologically, their developmental and learning needs mean that a highly personalised approach is required, with learning experiences, expectations and support carefully matched to their individual stage of development.

We are looking for someone who understands that meaningful progress comes from building trust, establishing positive relationships and providing consistent, responsive support. The successful candidate will be passionate about helping every child achieve their potential and will recognise the importance of celebrating small steps of progress as well as significant milestones.

Working closely with the class teacher, SENDCo and other relevant professionals, the postholder will help deliver the provision outlined in the pupil’s Education, Health and Care Plan (EHCP), alongside the child’s individual education plan (IEP) and other agreed support strategies.

Key responsibilities

• Supporting learning and development
• Provide consistent, sensitive and responsive one-to-one support tailored to the pupil’s individual needs, interests, abilities and developmental stage.
• Support the delivery of personalised learning activities that are engaging, stimulating, creative and appropriate to the pupil’s needs.
• Work collaboratively with the class teacher to implement, monitor and review the pupil’s IEP targets, adapting activities and approaches as directed.
• Support the development of communication, early learning skills, social interaction, emotional regulation, independence and self-help skills.
• Use appropriate visual resources, practical activities, play-based learning, repetition and structured routines to support understanding and engagement.
• Encourage the pupil to participate in classroom activities, wider school experiences and opportunities to interact with their peers wherever appropriate.
• Promote independence and avoid unnecessary adult dependence, providing the right level of support to enable the pupil to develop confidence and new skills.
• Observe, record and share information about progress, achievements, barriers to learning and emerging needs.
• EHCP provision and personalised support
• Develop a sound working understanding of the pupil’s EHCP, including the identified needs, outcomes, provision and support arrangements relevant to the role.
• Work with the class teacher and SENDCo to support the effective implementation of the provision specified in the EHCP.
• Contribute to the monitoring of agreed strategies, interventions and outcomes, maintaining accurate and appropriate records.
• Recognise the importance of consistency between adults and across environments, following agreed approaches and communicating any concerns promptly.
• Support the school in meeting its statutory responsibilities by delivering and recording the provision assigned to the role, under the direction of the class teacher and SENDCo.
• Work constructively with external professionals, where appropriate, to help ensure that recommended strategies are understood and implemented consistently.

Communication and relationships

• Build a strong, trusting and positive relationship with the pupil, providing reassurance, encouragement and predictable support.
• Establish and maintain positive, professional and respectful communication with parents and carers, recognising the importance of a consistent approach between home and school.
• Share relevant observations and updates with parents in accordance with school procedures and agreed communication arrangements.
• Work collaboratively with the class teacher, SENDCo, other support staff, school leaders and relevant external professionals.
• Communicate sensitively, particularly where the pupil may experience frustration, difficulty expressing needs or challenges with transitions and changes to routine.
• Respect confidentiality and ensure that information about the pupil and family is handled appropriately.

Inclusion, wellbeing and behaviour

• Promote the pupil’s safety, dignity, emotional wellbeing and sense of belonging within the school community.
• Use positive, consistent and developmentally appropriate approaches to supporting behaviour, emotional regulation and engagement.
• Help create an inclusive, calm and stimulating environment in which the pupil feels secure and is encouraged to explore, communicate and learn.
• Recognise and respond appropriately to the pupil’s individual communication, sensory, physical, social and emotional needs, in line with their plan and any relevant professional guidance.
• Support positive relationships with peers and facilitate opportunities for meaningful inclusion in the wider classroom and school community.
• Maintain vigilance regarding safeguarding, health and safety, and the pupil’s welfare, following school policies and reporting concerns promptly.

Working as part of the school community

• Be a positive, reliable and productive member of the school team, contributing to the wider life and ethos of the school.
• Work flexibly and collaboratively, supporting other pupils and classroom activities when appropriate and when the pupil’s individual provision and needs allow.
• Contribute to the preparation and organisation of learning resources and the maintenance of a safe, orderly and engaging learning environment.
• Attend relevant meetings, briefings and training, and undertake professional development to strengthen knowledge and skills.
• Follow school policies, procedures and professional expectations, including safeguarding, confidentiality, equality, inclusion and health and safety.
• Undertake other reasonable duties appropriate to the role, in consultation with the headteacher or designated member of staff.

Working hours and arrangements

The post is for hours per week. The precise working days, daily hours and timetable have not yet been finalised. These will be discussed and agreed with the successful candidate, taking account of what works best for the pupil, their daily routine, learning opportunities and identified provision.

The hours are intended to support the delivery of the pupil’s EHCP provision. The role is therefore focused on meeting the pupil’s individual needs and enabling them to access education as effectively as possible.

There may be an opportunity for the role to continue with the pupil as they progress through school, subject to the pupil’s changing needs, EHCP provision, available funding and future staffing arrangements. Any longer-term arrangement will be discussed separately and cannot be guaranteed at this stage.

The hourly rate of pay and any further contractual details will be confirmed as part of the recruitment process.

What we are looking for

We are seeking an individual who is:

• Warm, caring, patient and genuinely committed to supporting children with complex needs.
• Able to build trusting relationships with children and establish positive, professional relationships with families and colleagues.
• Flexible, resourceful and creative in adapting activities and approaches to meet individual needs.
• Reliable, consistent and able to provide calm, reassuring support.
• A good communicator who can work effectively as part of a team and follow agreed plans and professional advice.
• Observant and reflective, able to recognise progress, identify barriers and share concerns appropriately.
• Committed to inclusion, safeguarding, confidentiality and the highest standards of professional conduct.
• Willing to learn, undertake relevant training and develop their understanding of the pupil’s needs.
• Able to balance individualised one-to-one support with the importance of independence, peer interaction and participation in the wider school community.
• Previous experience working with children with SEND or complex needs would be an advantage. However, we would also welcome applications from individuals with the right personal qualities, commitment and willingness to develop their skills through training and support.

Visits to the Village Schools Partnership, and especially Woolsery Primary School for this vacancy, are warmly welcomed and should be arranged by contacting the school on 01237 431307

We are committed to safeguarding and promoting the welfare of children and vulnerable adults, and expect all staff and volunteers to share this commitment.

This role requires a Disclosure and Barring Service (DBS) check.

This role requires the ability to fulfil all spoken aspects of the role with confidence and fluency in English.

Online searches may be done as part of pre-recruitment checks.

Teaching Assistant - Woolsery Primary School (Village Schools Partnership) Devon, UK