Teaching Assistant
| Dyddiad hysbysebu: | 29 Rhagfyr 2025 |
|---|---|
| Cyflog: | £100 i £115 bob dydd |
| Oriau: | Llawn Amser |
| Dyddiad cau: | 26 Ionawr 2026 |
| Lleoliad: | Erdington, West Midlands |
| Cwmni: | senploy |
| Math o swydd: | Parhaol |
| Cyfeirnod swydd: | 198709 |
Crynodeb
Location: Erdington, Birmingham (B23)
Pay: £105 - £115 per day
Days: Monday to Friday (Term Time Only)
Start Date: January 2026 (earlier start available for the right candidate)
Contract: Long-term temporary role, with the potential for a permanent position in the future
Long Term Futures are recruiting a SEND Teaching Assistant to support pupils across KS3 and KS4 at a welcoming and inclusive secondary school in Erdington.
This is a long-term temporary role offering consistency, structure, and the opportunity to secure a permanent school position for the right person. The school has a strong inclusion ethos, clear behaviour systems, and a supportive SEN and pastoral team.
The role would suit someone confident supporting pupils with additional needs and delivering targeted 1:1 and small-group interventions.
-
Providing 1:1 and small-group SEND support
Providing 1:1 and small-group SEND support
-
Supporting pupils with ASC, ADHD, SEMH, speech & language, and cognition & learning needs
Supporting pupils with ASC, ADHD, SEMH, speech & language, and cognition & learning needs
-
Helping pupils regulate emotions and behaviour throughout the school day
Helping pupils regulate emotions and behaviour throughout the school day
-
Supporting access to the secondary curriculum, including English, Maths, Science, and wider subjects
Supporting access to the secondary curriculum, including English, Maths, Science, and wider subjects
-
Delivering and supporting literacy, numeracy, and social communication interventions
Delivering and supporting literacy, numeracy, and social communication interventions
-
Assisting with routines, transitions, and behaviour support strategies
Assisting with routines, transitions, and behaviour support strategies
-
Implementing EHCP targets and personalised support plans
Implementing EHCP targets and personalised support plans
-
Feeding back progress to teachers, SENCO, and pastoral teams
Feeding back progress to teachers, SENCO, and pastoral teams
-
Building consistent, professional relationships with pupils who need stability
Building consistent, professional relationships with pupils who need stability
-
Experience supporting young people with SEND in a school, PRU, youth work, or similar setting
Experience supporting young people with SEND in a school, PRU, youth work, or similar setting
-
Strong behaviour management skills and a calm, patient approach
Strong behaviour management skills and a calm, patient approach
-
Confidence working 1:1 and with small groups
Confidence working 1:1 and with small groups
-
Understanding of safeguarding, professional boundaries, and confidentiality
Understanding of safeguarding, professional boundaries, and confidentiality
-
Ability to follow behaviour plans, regulation strategies, and escalation protocols
Ability to follow behaviour plans, regulation strategies, and escalation protocols
-
Reliability, resilience, and commitment to a long-term role
Reliability, resilience, and commitment to a long-term role
-
Awareness of the secondary school environment and curriculum
Awareness of the secondary school environment and curriculum
-
An Enhanced DBS, or willingness to apply (support provided)
An Enhanced DBS, or willingness to apply (support provided)
This is a community-focused secondary school with a well-established inclusion department. The school benefits from a dedicated SENCO, strong pastoral systems, and clear routines that support both pupils and staff.
Staff describe the environment as structured, supportive, and positive, with leadership that values consistency and the contribution of support staff.
-
Long-term, stable work in one school
Long-term, stable work in one school
-
Opportunity to move into a permanent role in the future
Opportunity to move into a permanent role in the future
-
No day-to-day supply
No day-to-day supply
-
Trial days instead of formal interviews
Trial days instead of formal interviews
-
Dedicated consultant support throughout your placement
Dedicated consultant support throughout your placement
-
Access to free CPD, including Autism Awareness, Behaviour Management, and SEND training
Access to free CPD, including Autism Awareness, Behaviour Management, and SEND training
Our simple process:
-
Apply with your CV
Apply with your CV
-
Initial call to discuss your experience and preferences
Initial call to discuss your experience and preferences
-
Trial day in school
Trial day in school
-
Start work if the role is the right fit
Start work if the role is the right fit
All applicants will need a valid DBS and two references to be considered for a trial day.
If this role isn't suitable, please contact Tim at Long Term Futures to discuss your ideal job role.
Pay: £105 - £115 per day
Days: Monday to Friday (Term Time Only)
Start Date: January 2026 (earlier start available for the right candidate)
Contract: Long-term temporary role, with the potential for a permanent position in the future
Long Term Futures are recruiting a SEND Teaching Assistant to support pupils across KS3 and KS4 at a welcoming and inclusive secondary school in Erdington.
This is a long-term temporary role offering consistency, structure, and the opportunity to secure a permanent school position for the right person. The school has a strong inclusion ethos, clear behaviour systems, and a supportive SEN and pastoral team.
The role would suit someone confident supporting pupils with additional needs and delivering targeted 1:1 and small-group interventions.
-
Providing 1:1 and small-group SEND support
Providing 1:1 and small-group SEND support
-
Supporting pupils with ASC, ADHD, SEMH, speech & language, and cognition & learning needs
Supporting pupils with ASC, ADHD, SEMH, speech & language, and cognition & learning needs
-
Helping pupils regulate emotions and behaviour throughout the school day
Helping pupils regulate emotions and behaviour throughout the school day
-
Supporting access to the secondary curriculum, including English, Maths, Science, and wider subjects
Supporting access to the secondary curriculum, including English, Maths, Science, and wider subjects
-
Delivering and supporting literacy, numeracy, and social communication interventions
Delivering and supporting literacy, numeracy, and social communication interventions
-
Assisting with routines, transitions, and behaviour support strategies
Assisting with routines, transitions, and behaviour support strategies
-
Implementing EHCP targets and personalised support plans
Implementing EHCP targets and personalised support plans
-
Feeding back progress to teachers, SENCO, and pastoral teams
Feeding back progress to teachers, SENCO, and pastoral teams
-
Building consistent, professional relationships with pupils who need stability
Building consistent, professional relationships with pupils who need stability
-
Experience supporting young people with SEND in a school, PRU, youth work, or similar setting
Experience supporting young people with SEND in a school, PRU, youth work, or similar setting
-
Strong behaviour management skills and a calm, patient approach
Strong behaviour management skills and a calm, patient approach
-
Confidence working 1:1 and with small groups
Confidence working 1:1 and with small groups
-
Understanding of safeguarding, professional boundaries, and confidentiality
Understanding of safeguarding, professional boundaries, and confidentiality
-
Ability to follow behaviour plans, regulation strategies, and escalation protocols
Ability to follow behaviour plans, regulation strategies, and escalation protocols
-
Reliability, resilience, and commitment to a long-term role
Reliability, resilience, and commitment to a long-term role
-
Awareness of the secondary school environment and curriculum
Awareness of the secondary school environment and curriculum
-
An Enhanced DBS, or willingness to apply (support provided)
An Enhanced DBS, or willingness to apply (support provided)
This is a community-focused secondary school with a well-established inclusion department. The school benefits from a dedicated SENCO, strong pastoral systems, and clear routines that support both pupils and staff.
Staff describe the environment as structured, supportive, and positive, with leadership that values consistency and the contribution of support staff.
-
Long-term, stable work in one school
Long-term, stable work in one school
-
Opportunity to move into a permanent role in the future
Opportunity to move into a permanent role in the future
-
No day-to-day supply
No day-to-day supply
-
Trial days instead of formal interviews
Trial days instead of formal interviews
-
Dedicated consultant support throughout your placement
Dedicated consultant support throughout your placement
-
Access to free CPD, including Autism Awareness, Behaviour Management, and SEND training
Access to free CPD, including Autism Awareness, Behaviour Management, and SEND training
Our simple process:
-
Apply with your CV
Apply with your CV
-
Initial call to discuss your experience and preferences
Initial call to discuss your experience and preferences
-
Trial day in school
Trial day in school
-
Start work if the role is the right fit
Start work if the role is the right fit
All applicants will need a valid DBS and two references to be considered for a trial day.
If this role isn't suitable, please contact Tim at Long Term Futures to discuss your ideal job role.