SEND Learning Support Assistant
| Posting date: | 04 September 2025 |
|---|---|
| Hours: | Full time |
| Closing date: | 03 October 2025 |
| Location: | London, SW1V 3RT |
| Company: | Teaching Vacancies |
| Job type: | Permanent |
| Job reference: | 08b49fb3-f8ad-4f19-981d-fb955fdbf1d9-3 |
Summary
What skills and experience we're looking for
Qualifications and Training
• Good standard of general education, with GCSEs (or equivalent) in English and maths.
• Level 2 (or above) qualification in Supporting Teaching and Learning, Childcare, or a related field (desirable).
• Willingness to undertake relevant training and CPD.
Experience
• Proven experience delivering targeted interventions to support children’s learning and development.
• Experience working directly with children with SEND, adapting provision to meet a range of additional needs.
• Experience working with young children, ideally in a nursery or Early Years setting.
Skills and Knowledge
• Early Years Child Development Knowledge
• Understanding of developmental milestones and how SEND can impact early learning.
• Nurturing & Patient Approach
• Very young children with additional needs require calm, gentle, and consistent support.
• Strong Communication Skills
• Able to communicate with children using age-appropriate language and alternative communication (e.g. Makaton, visual cues).
• Effective communication with parents/carers and the wider nursery team.
• Observation & Record-Keeping
• Track progress, behaviours, and concerns; contribute to early years assessments and EHCPs.
• Adaptability & Creativity
• Able to modify activities to be inclusive, engaging, and suitable for different learning needs.
• Understanding of Early SEND Strategies
• Use of visual timetables, sensory play, behaviour regulation techniques, and structured routines.
• Safeguarding & Child Protection
• Awareness of your responsibility to safeguard all children, especially those with vulnerabilities.
Personal Qualities
• Enthusiastic, patient, and caring approach.
• Commitment to promoting equality, diversity and inclusion.
• High expectations for all children.
• Reliable, flexible and adaptable.
• Commitment to safeguarding and promoting the welfare of children.
What the school offers its staff
• A friendly and supportive team environment
• Opportunities for professional development and training
• A well-resourced Early Years setting
• The chance to make a real difference to children’s lives
Further details about the role
About the Additional Resource Provision (ARP)
Our school is home to a well-established Additional Resource Provision (ARP) which caters for 8 full-time children aged 3 and 4 years with a range of additional needs. The provision is designed to provide a highly nurturing, specialist environment where children can access early education tailored to their individual developmental needs.
The ARP places equal emphasis on early intervention, inclusion, and family partnership. Staff work closely with families, therapists, and external agencies to ensure that every child is supported to make the best possible progress. Learning is structured around the SCERTS framework, early communication approaches, and evidence-based interventions that build the foundations for lifelong learning.
The Role
This role is central to the success of the ARP. Post-holders will:
• Provide direct support to children, helping them access learning activities through personalised strategies, visual supports, and adapted resources.
• Deliver individual and small-group interventions to develop children’s communication, social interaction, and emotional regulation.
• Work closely with families, offering guidance and support to strengthen home–school links and build parental confidence.
• Contribute to assessment and planning, including early years assessments, progress reviews, and where appropriate, input into Education, Health and Care Plans (EHCPs).
• Collaborate with teachers, SENDCos, and external professionals (e.g. SaLT, OT, Educational Psychologists) to ensure provision is consistent, effective, and aligned to children’s needs.
The postholder will be a key adult for children and families, combining care, professionalism, and specialist knowledge to ensure that children are included, nurtured, and supported to thrive.
Commitment to safeguarding
Our organisation is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults. We expect all staff, volunteers and trustees to share this commitment. Our recruitment process follows the keeping children safe in education guidance. Offers of employment may be subject to the following checks (where relevant): childcare disqualification Disclosure and Barring Service (DBS) medical online and social media prohibition from teaching right to work satisfactory references suitability to work with children You must tell us about any unspent conviction, cautions, reprimands or warnings under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975.
Qualifications and Training
• Good standard of general education, with GCSEs (or equivalent) in English and maths.
• Level 2 (or above) qualification in Supporting Teaching and Learning, Childcare, or a related field (desirable).
• Willingness to undertake relevant training and CPD.
Experience
• Proven experience delivering targeted interventions to support children’s learning and development.
• Experience working directly with children with SEND, adapting provision to meet a range of additional needs.
• Experience working with young children, ideally in a nursery or Early Years setting.
Skills and Knowledge
• Early Years Child Development Knowledge
• Understanding of developmental milestones and how SEND can impact early learning.
• Nurturing & Patient Approach
• Very young children with additional needs require calm, gentle, and consistent support.
• Strong Communication Skills
• Able to communicate with children using age-appropriate language and alternative communication (e.g. Makaton, visual cues).
• Effective communication with parents/carers and the wider nursery team.
• Observation & Record-Keeping
• Track progress, behaviours, and concerns; contribute to early years assessments and EHCPs.
• Adaptability & Creativity
• Able to modify activities to be inclusive, engaging, and suitable for different learning needs.
• Understanding of Early SEND Strategies
• Use of visual timetables, sensory play, behaviour regulation techniques, and structured routines.
• Safeguarding & Child Protection
• Awareness of your responsibility to safeguard all children, especially those with vulnerabilities.
Personal Qualities
• Enthusiastic, patient, and caring approach.
• Commitment to promoting equality, diversity and inclusion.
• High expectations for all children.
• Reliable, flexible and adaptable.
• Commitment to safeguarding and promoting the welfare of children.
What the school offers its staff
• A friendly and supportive team environment
• Opportunities for professional development and training
• A well-resourced Early Years setting
• The chance to make a real difference to children’s lives
Further details about the role
About the Additional Resource Provision (ARP)
Our school is home to a well-established Additional Resource Provision (ARP) which caters for 8 full-time children aged 3 and 4 years with a range of additional needs. The provision is designed to provide a highly nurturing, specialist environment where children can access early education tailored to their individual developmental needs.
The ARP places equal emphasis on early intervention, inclusion, and family partnership. Staff work closely with families, therapists, and external agencies to ensure that every child is supported to make the best possible progress. Learning is structured around the SCERTS framework, early communication approaches, and evidence-based interventions that build the foundations for lifelong learning.
The Role
This role is central to the success of the ARP. Post-holders will:
• Provide direct support to children, helping them access learning activities through personalised strategies, visual supports, and adapted resources.
• Deliver individual and small-group interventions to develop children’s communication, social interaction, and emotional regulation.
• Work closely with families, offering guidance and support to strengthen home–school links and build parental confidence.
• Contribute to assessment and planning, including early years assessments, progress reviews, and where appropriate, input into Education, Health and Care Plans (EHCPs).
• Collaborate with teachers, SENDCos, and external professionals (e.g. SaLT, OT, Educational Psychologists) to ensure provision is consistent, effective, and aligned to children’s needs.
The postholder will be a key adult for children and families, combining care, professionalism, and specialist knowledge to ensure that children are included, nurtured, and supported to thrive.
Commitment to safeguarding
Our organisation is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults. We expect all staff, volunteers and trustees to share this commitment. Our recruitment process follows the keeping children safe in education guidance. Offers of employment may be subject to the following checks (where relevant): childcare disqualification Disclosure and Barring Service (DBS) medical online and social media prohibition from teaching right to work satisfactory references suitability to work with children You must tell us about any unspent conviction, cautions, reprimands or warnings under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975.