Year 6 Teaching Assistant
Job description
This vacancy has now expired. Please see similar roles below...
Here at Teaching Personnel we have had a request for a Teaching Assistant to work throughout upper Key Stage 2 specifically focusing on Year 6 pupils. The school have asked for the applicants to have at least a level 3 Teaching Assistant qualification and have a minimum of 1 years experience working in a primary school or education setting.
The school is rated as 'Good' by Ofsted and between Year 1 and 6, pupils achieve well and reach broadly average standards in English and mathematics by the time they leave Year 6. School leaders, including governors, have created a strong team approach with all staff and the local community fully committed to supporting recent initiatives to ensure the school's performance is good
"We are striving to improve standards in Numeracy, Literacy and Reading across upper Key Stage 2 and are looking for someone to work predominantly in Year 6 and help with low ability pupils in Year 5". School Business Manager.
They are looking for someone who can work with small groups of mixed ability pupils to help ensure that all pupils achieve their target progress levels. With this in mind the school are looking for people to trial and interview immediately with the role to begin as soon as possible.
I urge all Teachers interested in this position to please get in touch! If you would like more information on this position and any other positions we have available at the moment, please contact Jack in the Liverpool Primary Branch.
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.
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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