EAL Teaching Assistant
Job description
This vacancy has now expired. Please see similar roles below...
- £55 - £70 per day
- full time role
- Islington
We are looking for an enthusiastic Learning Support Assistant to support students with EAL and language difficulties. Learning Support Assistants play a key role in the continued development of students and are well respected throughout the school. Students are supported in each lesson and Learning Support Assistants work closely with them developing their skills and level of classwork.
This is a high achieving school where 70% of year 11 students gained 5 A*-C grades including English and Maths and where A level results have been the best for many years. Each student at the school is treated as an individual and Learning Support Assistants work closely with school staff to ensure standards are kept high and pupils achieve the highest possible grades.
Learning Support Assistants are seen to be a crucial link between students and staff within the school. They have the ability to have a positive impact on the progress and the lives of the students.
Applicants should have relevant experience and the ability to work with young people in an authoritative role. Duties will include assisting with the monitoring of EAL pupil’s educational progress; ensuring that accurate records of pupil’s work and progress are maintained and liaising with subject teachers in order to ensure that learning materials are suitable for the EAL pupil(s) concerned.
This is an excellent opportunity for a hard working Learning Support Assistants to make a real difference to the lives of students.
If you are an experienced Learning Support Assistants who is available for a October start to take on a full time role then please apply with an up to date CV.
Teaching Personnel is committed to safeguarding and promoting the welfare of children. All candidates applying to jobs through Teaching Personnel must undertake or have undertaken an Enhanced Disclosure via the DBS – Full assistance provided (AGY).
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