Inclusion Assistant

International Schools Partnership Limited; Semenyih; On-site; MYR 28,000 - 45,000; Full time

Benefits offered by this job

Competitive remuneration

School fee discount for employees’孩子

Medical outpatient and insurance

Job summary

Tenby International School Setia EcoHill invites an SEN Teaching and Learning Assistant to support students aged 4–16 in the SEN Centre and mainstream classes. You will deliver planned activities, assist with accessing learning, and promote independence with compassionate, patient instruction.

The role requires 2–3 years of SEN support experience, strong observation and communication skills, and alignment with the school’s safeguarding and inclusion ethos. School benefits apply.

Qualifications

• 2–3 years’ experience supporting students with Special Educational Needs in a school or related setting.
• Experience supporting students aged 4–16 across Primary and Secondary.
• Good spoken and written English with clear communication skills.

Responsibilities

• Deliver 1:1 and small group support for SEN students based on plans from teachers and specialists.
• Support students aged 4–16 in SEN Centre and mainstream classrooms.
• Help students access learning by breaking tasks down and giving clear instructions.
• Implement IEP targets, support plans and therapy strategies as directed.
• Support communication, behaviour, emotion regulation and sensory needs.
• Encourage independence, confidence and positive learning behaviours.
• Observe progress and provide feedback to teachers and SENCo.
• Prepare learning materials and adapt resources as required.

Skills

SEN experience

Observation skills

Feedback delivery

Patience

English communication

Education

Education/SEN qualification

2–3 years SEN support experience

Job description

Job Description

The SEN Teaching and Learning Assistant supports the SEN Centre by providing planned learning support for students aged 4 to 16 across Primary and Secondary. They work directly with students with Special Educational Needs, helping them access learning, build confidence, and develop independence. The role focuses on delivering activities planned by the SENCo, teachers, and specialists, rather than designing interventions independently. Strong SEN experience, good observation, clear feedback, and a patient, supportive approach are essential. The post-holder is expected to act professionally and support the School’s values and leadership.

About Tenby International School Setia Ecohill

Tenby International School Setia EcoHill follows the international school curriculum comprising IGCSE, beginning from kindergarten through to Secondary School. With over 800 students, we have gained a reputation for excellence and high standards in education. We champion a transformative approach to learning that goes beyond the classroom. By igniting our students' curiosity and growing their self-confidence, we empower them to become the next generation of changemakers. Tenby International School Setia EcoHill is part of ISP Malaysia, one of the leading education groups in Malaysia that operates Tenby Schools, Asia Pacific Schools and Straits International Schools. The nine school campuses are strategically located in the developed areas of Klang Valley in Selangor, Perak, Penang and Johor. ISP Malaysia is part of ISP, a global community of over 100 international schools across more than 20 countries.

Key Benefits

• A culture of engagement and trust, where staff contributions are recognised and valued.
• A passionate and motivated team of professionals who put children at the heart of decision-making.
• An embedded commitment to professional development and employee wellbeing.
• Access to expertise, best practice sharing and learning opportunities across countries and cultures.
• Competitive remuneration.
• School fee discount for children of employees.
• Medical outpatient and insurance benefits.

ISP Principles

• Begin with our children and students. Our children and students are at the heart of what we do. Simply, their success is our success. Wellbeing and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding and Health & Safety issues and acting and following up on all concerns appropriately.
• Treat everyone with care and respect. We look after one another, embrace similarities and differences and promote the well‑being of self and others.
• Operate effectively. We focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community.
• Are financially responsible. We make financial choices carefully based on the needs of the children, students and our schools.
• Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement.

For more information visit http://www.internationalschoolspartnership.com

Inclusion Teaching Assistant - Key Responsibilities

• Deliver 1:1 and small group support for SEN students based on plans from teachers and specialists.
• Support students aged 4–16 in both the SEN Centre and mainstream classrooms.
• Help students access learning by breaking tasks down, giving clear instructions, and encouraging participation.
• Implement IEP targets, support plans, and therapy strategies as directed.
• Support communication, behaviour, emotional regulation, and sensory needs using agreed strategies.
• Encourage independence, confidence, and positive learning behaviours.
• Support social skills, routines, transitions, and group interactions.
• Observe student progress and provide clear feedback to teachers and the SENCo.
• Assist with preparing learning materials and adapting resources when required.
• Work closely with teachers and specialists to ensure consistent student support.
• Promote student wellbeing, inclusion, dignity, and safety at all times.

Administrative Duties

• Prepare and organise learning resources and materials.
• Keep simple and accurate records of student progress and support provided.
• Share feedback on student progress and any concerns.
• Help maintain SEN resources, student files, and learning areas.
• Support general classroom and school activities, including supervision and events.
• Attend meetings, briefings, and training when required.

Standards and Expectations

• Follow school policies on safeguarding, behaviour, health and safety, and confidentiality.
• Work under the guidance of the SENCo, teachers, and specialists.
• Provide consistent, respectful, and age-appropriate support.
• Report any concerns about students promptly.

Professional Requirements

• Be organised, proactive, and able to manage time well.
• Maintain professional conduct, communication, and appearance.
• Build positive relationships with staff, students, and parents.
• Be open to feedback and ongoing training.
• Support school activities and take on additional duties when required.

Skills, Qualifications And Experience

• Relevant qualification in education, SEN, child development, psychology or a related field (degree or SEN qualification is an advantage).
• At least 2–3 years’ experience supporting students with Special Educational Needs in a school or related setting.
• Experience working with students aged 4–16 across Primary and Secondary is preferred.
• Experience supporting a range of needs such as autism, ADHD, speech and language, learning difficulties and emotional regulation.
• Experience delivering 1:1 and small-group support based on plans from teachers or specialists.
• Patient, consistent and confident in supporting students with additional needs.
• Understands that planning is done by teachers and specialists; role focuses on delivery, observation and feedback.
• Professional, caring and committed to safeguarding and confidentiality.
• Good spoken and written English, with clear communication skills.
• Calm, flexible and positive when working with students with diverse needs.
• Committed to inclusive education and supporting the whole child.

ISP Commitment to Safeguarding Principles

ISP is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. All post holders are subject to appropriate vetting procedures and satisfactory Criminal Background Checks or equivalent covering the previous 10 years’ employment history.

ISP Principles

• Begin with our children and students. Our children and students are at the heart of what we do. Simply, their success is our success. Wellbeing and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding and Health & Safety issues and acting and following up on all concerns appropriately.
• Treat everyone with care and respect. We look after one another, embrace similarities and differences and promote the well‑being of self and others.
• Operate effectively. We focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community.
• Are financially responsible. We make financial choices carefully based on the needs of the children, students and our schools.
• Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement.

ISP Commitment to Safeguarding Principles

ISP is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. All post holders are subject to appropriate vetting procedures, including an online due diligence search, references and satisfactory Criminal Background Checks or equivalent covering the previous 10 years’ employment history.

ISP Commitment to Diversity, Equity, Inclusion, and Belonging

ISP is committed to strengthening our inclusive culture by identifying, hiring, developing, and retaining high‑performing teammates regardless of gender, ethnicity, sexual orientation and gender expression, age, disability status, neurodivergence, socio‑economic background or other demographic characteristics.