Start date: asap
Location: Bristol
Contract: Fixed term
Working Pattern: Full-time
Your new school:
This Bristol primary school is looking for an enthusiastic Teaching Assistant to join their team as soon as possible, working full-time in their reception classroom. This school is in BS15 with public transport available, and a car park on the site of the school. This school is highly regarded and receives excellent feedback from parents and visitors. This school is centred around children as they are looking for a like-minded individual to join their reception team and excel the children to be the best that they can be.
Your new role:
With this reception Teaching Assistant role, you will be supporting the whole class alongside the teachers within this BS15 classroom. You will need to be able to work independently and use initiative as well as demonstrate resilience when coping with the everyday challenges of working with young children. Your role will involve play-based teaching with a specific focus on basic phonics and maths as these young children will be learning numbers and letters for the first time. With this, you will need to have good knowledge and understanding of the curriculum in reception to support these children to the highest standard. This school is looking for a Teaching Assistant who is comfortable in a class environment and helps children involve themselves with learning through play.
Requirements to succeed in your new role:
* Teaching Assistant experience within the last two years
* Two working references from your most recent jobs that apply relevance to the position
* Previous experience with young children is desirable.
* A DBS on the update service is desirable.
What you’ll get in return from Hays:
* Dedicated teaching assistant consultancy with a member of our qualified team
* Long-term work partnered with a supportive agency
* Our Hays app-easy to use with training built-in
If you are interested in this position, click ‘apply now’ to forward an up-to-date copy of your CV, or call us now.
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