1:1 role to work with an ASC child in a 'Good' primary school
Job description
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1:1 TA Role Dedicated to KS1 Pupil with Autism and Speech & Language Needs - Immediate Start
1:1 KS1 Teaching Assistant
Specialist SEN role - Lots of on the job training & CPD courses!
Competitive Pay: £65+ per day (Dependant on Experience)
A growing school in Barnet well known for having a strong community are looking to bring in a new Teaching Assistant to start immediately! The role is to work 1:1 with a pupil that is Autistic and requires support with many basic school activities. This will be a challenging role but will be extremely rewarding with clear results to the work you put in.
The pupil has autistic spectrum disorder (ASD) and difficulties with social communication and interaction. He has moderate to severe difficulties with his expressive language skills and moderate difficulties with his understanding of language. The pupil also has difficulties with attention & listening, sensory processing, fine motor skills and self-help skills.
To be suited for the role you will need:
- Have experience in a previous KS1 role. A 1:1 position previously would be ideal.
- Strong English Language skills and a good understanding of Phonics.
- Be patient, persistent and encouraging!
- A level 3 qualification relating to child care is beneficial.
- Knowledge of Makaton, PECS and other SEN training schemes would certainly be useful.
The SENCO is very hands on at the school and will be involved in the pupil's development. On a weekly basis there will be a catch up on the pupils learning development plan and additional support as needed. Every fortnight an external Speech Therapist will also be in the school to provide additional support.
Joining Teaching Personnel enables you to join a team of fantastic staff and support from a dedicated consultant. We are committed to safeguarding and promoting the welfare of children. Registration is subject to an Enhanced DBS, valid references from recent employers and proof of right to work in the UK (AGY).
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