Early Years Teaching Assistant
Job description
This vacancy has now expired. Please see similar roles below...
Teaching Personnel have worked exclusively with a Multi Academy Trust in the South of Leicestershire. The Trust is looking to recruit Specialist Teaching Assistants to work in Early Years, to start from September. The school has good transport links, so owning a car is not essential for this role.
We are looking for a Teaching Assistant who can positively contribute to raising achievement within the Early Years setting, working either 1:1 or with small groups. You will work within a Nursery/Reception setting to support the class teacher and monitor children against their Early Years Goals. You will deliver structured activities to support phonics and Speech and Language. You may work with children who have been identified as struggling with the school setting. You will need to challenge and motivate children in your care, to reinforce self-esteem and encourage them to take part in whole class activities in a positive manner.
We would also welcome applicants for this Teaching Assistant role who have transferable skills, such as ex forces, sports coaches and Youth Workers.
Our Ideal Teaching Assistant will have:
- CACHE L3 or degree educated
- Experience working with children with children in the Early Years/Nursery
- Experience observing/assessing children in Early Years
- Experience delivering phonics/speech and language intervention
In turn, Teaching Personnel can offer you;
- Up to £65 per day, depending on previous experience
- Ongoing development through our unrivalled CPD Academy
- A dedicated consultant who will work for you
- Support with interviews to find your ideal position
- Work in schools exclusive to Teaching Personnel
- Full and Part Time work to fit around your existing commitments
- Experience in a range of settings, including Integrated Resource Units
To apply for this role, please forward your full CV to Rachel in the Midlands Primary Team or call us on 01162014494 for more information.
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