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SEN LSA needed for 1:1 Support - Forest Gate

This vacancy has now expired.

Job description

Teaching Personnel are currently working with an innovative and exciting primary school in the Forest Gate area who are searching for a teaching assistant to support a pupil with multiple learning difficulties on a 1:1 basis.

The successful candidate will have recent experience working with primary school pupils with Special Educational Needs and a calm professional nature. They must show real dedication to inclusion and have the ability to inspire children. Applications are welcomed from teaching assistants with varying levels of experience who live locally or are able to travel to Forest Gate for work.

This is a great opportunity to work in a larger than usual primary school with a vibrant and dedicated team of senior staff ready to offer support. The staff have a vast experience in education and will be happy to provide guidance to the successful candidate.

To be considered for the role you will need to register with Teaching Personnel with your local East London consultant, undergo an enhanced DBS check and be able to provide details of two references prior to registration. Teaching Personnel also offer opportunities for continual professional development including courses such as; 'Team Teach', 'Introduction to SEN' and 'Autism Education Trust (AET) Level 1'.

If you are interested please submit your CV and Covering Letter detailing your experience and suitability for the role.

All applicants will require the appropriate qualification and training for this role. For teacher roles, we require a formally recognised teaching qualification. For Support staff our minimum requirement is GCSE English & Maths (A-C) or equivalent.

All pay rates quoted will be inclusive of 12.07% statutory holiday pay.

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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