SEN General Teaching Assistant
Job description
This vacancy has now expired. Please see similar roles below...
- Do you have a passion to inspire and motivate pupils with learning difficulties?
- Can you identify, understand and then address/support the underlying factors that impact on young people?
- Can you meet the individual needs of children through imaginative and differential support?
The school
This specialist primary school provides dedicated education for pupils aged 2 to 11 years all of who have profound, complex and challenging needs. This primary school aims to provide the very best in learning opportunities for all pupils and creates an ethos of learning through enjoyment. Ofsted recognises this specialist school as being ‘good’ and mention ‘’Communication is promoted well throughout the school, the school is fully inclusive so that pupils of all ages and special educational needs have a voice in the school.’’
The Role
The role of the TA is to embrace the schools vision through cooperating, believing and enjoy succeeding together. The TA will support young people assisting with serve learning difficulties, physical disabilities, sensory impairments and serve medical conditions. This TA role will involve communicating with individuals by using simple language, by gestures, eye pointing or symbols.
The role also involves the TA to provide and deliver the best possible provision ensuring a happy and secure working social environment.
Person Specification
This specialist school is recruiting a Special Educational Needs (SEN) Teaching Assistant (TA) who is committed to supporting the young people to be healthy, stay safe, enjoy and achieve, make a positive contribution, and achieve economic well being. The SEN TA will exhibit positive skills for pupils with challenging behaviours and learning difficulties. The role is to support and build positive relationships.
To apply for this position which is an immediate start, please contact kelly.chapman@teachingpersonnel.com or contact the office on 01612421795.
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