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Teaching Assistant

This vacancy has now expired.

Job description

At Teaching Personnel we are looking for hard working and dedicated Teaching Assistants to support in a Special Educational Needs school within Burgess Hill. The school specialises in supporting pupils with challenging behavioural needs and focuses on helping them develop the skills and knowledge to access their learning.

A successful applicant will have:

  • Recent experience supporting children in an educational setting
  • A keen interest in supporting children with additional needs
  • A valid DBS registered on the update service (or be prepared to apply for one)
  • A hard working and positive attitude towards a career supporting children.

The school are looking for full and part-time Teaching Assistants for roles supporting Primary and Secondary aged pupils.

The register your interest please contact Chloe via or alternatively call the SEN team today on 01273 862431

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.

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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