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SEN Teaching Assistants - Tower Hamlets

Job description

Special needs schools in Tower Hamlets area are looking for experienced teaching assistants

An exciting opportunity has now become available to work in a special needs school in Tower Hamlets.

The school are looking for fresh new staff to start the new academic year in September.

The SEN schools in Tower Hamlets are looking to for teaching assistants who are experienced working with children across the autistic spectrum. Being in an SEN school, catering and planning students learning is necessary.

The school are looking for teaching assistants who are looking to maintain strong relationships with the staff and students. Continuity is always important in an SEN school as students are quite vulnerable.

For this role we are looking for:

  • Experience working with Autism/behaviour
  • Worked in a previous SEN setting/youth worker
  • Understands the needs of pupils in an special needs school
  • Committed to a 8:30am start to a 4pm finish
  • Willing to help and support teachers in the classroom
  • Experience in managing behaviour and providing 1:1 support
  • Relevant training such as PECS Makaton is always welcome
  • Willing to travel to Tower Hamlets area
  • Maintain strong relationships with staff
  • Safeguarding trained

If you are interested in working special needs schools in Tower Hamlets or are looking for a career in special needs education please send an updated CV and Cover Letter or call 0207 593 3078

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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