Term-Time EYFS SEND TA — Autism & Speech Support

Axcis Education

West of England

Sur place

GBP 17 000 - 18 000

Plein temps

Il y a 44 heures
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Résumé du poste

Axcis Education is recruiting an Early Years SEND Teaching Assistant for a November 2026 start at a mainstream primary school in St George, Bristol. The role focuses on supporting pupils with ASC and speech/language needs, including non-verbal pupils, in an EYFS setting.

You will work 1:1 and in small groups, using visual supports and structured routines to promote communication, social interaction and independence. A collaborative, nurturing approach is essential.

Qualifications

  • Experience in EYFS/early years settings.
  • Experience supporting children with Autism Spectrum Condition (ASC) and non-verbal pupils.
  • Good understanding of speech, language and communication needs.
  • Patient and nurturing with strong relationships with young children.

Responsabilités

  • Provide 1:1 and small-group support for children within the EYFS setting.
  • Support pupils with ASC, speech and language delays and non-verbal communication needs.
  • Use visual supports, structured routines and communication strategies to aid learning.
  • Encourage development of communication, social interaction and independence.
  • Collaborate with class teachers, SENCO and external professionals to deliver personalised support.
  • Create a nurturing, engaging and inclusive learning environment.

Connaissances

1:1 support
small-group support
team collaboration
communication strategies

Description du poste

Axcis Education is recruiting an Early Years SEND Teaching Assistant for a November 2026 start at a mainstream primary school in St George, Bristol. The role focuses on supporting pupils with ASC and speech/language needs, including non-verbal pupils, in an EYFS setting.

You will work 1:1 and in small groups, using visual supports and structured routines to promote communication, social interaction and independence. A collaborative, nurturing approach is essential.

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