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Are you looking to support children with special needs or behaviour needs in main stream school settings?
About the schools Our client schools are main stream primary schools that offer access to education for students aged 3 to 11 who have difficulty learning as a result of either Autism Spectrum Condition (ASC) and Aspergers Syndrome or children who need additional support with dealing with difficult behaviour. These schools help develop young people's emotional well-being and social skills. The aim is to develop students to be effective learners so they are able to cope better with the things they find challenging.
Ideal Candidate: Worried you have little experience in supporting students in an education setting - do not panic! Some of the best candidates for this role have little, if no experience, working in a school. However, their outgoing personality has enabled them to fully flourish within this role and the transferable skills they have from previous roles are key to them working in this environment! If you do not already have experience working in a setting such as this then any personal or professional experience with autism is welcomed! If you live in (or can travel to) Essex, are proactive, empathetic, engaging and creative then this could be the perfect next role for you! Should you require any additional information regarding ASC or indeed to apply for the position, please contact Jack Curtis, on 01245 206760 or apply via the links provided. |
All applicants will require the appropriate qualifications and training for this role. Please see teachingpersonnel.com/faqs for details.
All pay rates quoted will be inclusive of 12.07% statutory holiday pay. This advert is for a temporary position. In some cases, the option to make this role permanent may become available at a later date.
Teaching Personnel is committed to safeguarding and promoting the welfare of children. All candidates must undertake or have undertaken a valid enhanced Disclosure and Barring Service (DBS) check. Full assistance provided.
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