We are currently looking to recruit a Graduate Teaching Assistant to start in September. If you are considering a career in working with young people or in Education, then working as a SEND Teaching Assistant is a great way to see the classroom and understand how a career with young people can develop.
We consider applicants from all course types, in particular post grads from Childhood Studies, Psychology, Criminology, Health and Social Care, and Sports Studies, which can be very useful in some specialist provisions.
What we look for:
* Graduates who are patient, kind, and caring
* Great communicators to engage well with pupils and the staffing team
* Reliable graduates with a consistent approach
* Ability to understand each pupil's needs
* Someone who can offer a safe and nurturing approach to education
The role
* Working in a classroom and with pupils that most suits your skill set
* Supporting pupils with social, emotional, and mental health needs, autism, or physical disabilities
* Working closely with the teaching team to deliver specialist education plans for pupils with EHCPs
* Opportunities to collaborate with other educational specialists such as speech and language therapists, educational psychologists, and art therapists
* Creating a safe and nurturing environment for pupils to achieve their best
Sense Education can provide you with exposure to different school types and classrooms to broaden your experience. We are supportive and offer initial training for the role. You can find out more about us at www.senseeducation.co.uk.
Safeguarding children is an integral part of what we do, and we have a stringent safer recruitment process. We undertake checks on all candidates we work with. As such, we require a current Enhanced DBS Disclosure for everyone working in schools. If you do not have a subscription to the DBS Update Service, you may be required to complete a new DBS application as part of the registration process. If you take a temporary role with Sense Education, you will be paid on a weekly basis.
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