Teaching Assistant
Job description
Teaching Personnel are seeking a committed and enthusiastic Teaching Assistant to support students in secondary schools across Oldham. This role is ideal for someone passionate about making a difference in education and supporting young people to achieve their full potential.
As a Teaching Assistant, you will work closely with classroom teachers to provide targeted support, assist with lesson delivery and help manage classroom behaviour. You may also work on a one-to-one basis with students who require additional support, including those with special educational needs.
The ideal candidate will have strong interpersonal skills, patience and a proactive attitude. Previous experience in a school setting is beneficial but not essential. This role provides an excellent opportunity to gain practical experience and progress within the education sector.
Teaching Personnel offers flexible placements, competitive pay and ongoing professional development. Apply now to join schools in Oldham and make a meaningful impact in the classroom.
All applicants will require the appropriate qualifications and training for this role. Please see the FAQ’s on the Teaching Personnel website 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. We undertake safeguarding checks on all workers in accordance with DfE statutory guidance ‘Keeping Children Safe in Education’ this may also include an online search as part of our due diligence on shortlisted applicants.
We offer all our registered candidates FREE child protection and prevent duty training. All candidates must undertake or have undertaken a valid enhanced Disclosure and Barring Service (DBS) check. Full assistance provided.
For details of our privacy policy, please visit the Teaching Personnel website.
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