⏰ Contract: Full-Time & Part-Time (Short-term, Long-term & Permanent roles available) in Burnley, East Lancashire!
Your Role Will Include:
✔️ Supporting the class teacher with lesson delivery and classroom management
✔️ Working 1:1 and in small groups to support pupils, including those with SEN
✔️ Helping with the preparation of learning materials and classroom resources
✔️ Encouraging student engagement, participation, and positive behaviour
✔️ Assisting with pastoral care and emotional well-being of pupils
What You’ll Need:
Level 2 Teaching Assistant qualification (or equivalent)
Experience working in a school or educational setting
A kind, calm and proactive approach to supporting children
Good communication and teamwork skills
A current DBS on the update service (or willingness to apply for one)
We Offer:
✅ Competitive daily rates of pay
✅ Flexible working options to suit your lifestyle
✅ Opportunities across Early Years, KS1, KS2 settings
✅ Friendly, supportive school communities
✅ Ongoing CPD and career development support
Apply Today!
Ready to take the next step in your TA journey?
Call us now to find out more about available roles
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.
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