SEND Teaching Assistant
| Dyddiad hysbysebu: | 10 Chwefror 2026 |
|---|---|
| Oriau: | Rhan Amser |
| Dyddiad cau: | 23 Chwefror 2026 |
| Lleoliad: | Grays, Essex, RM17 5YN |
| Cwmni: | Teaching Vacancies |
| Math o swydd: | Parhaol |
| Cyfeirnod swydd: | ff1acae1-e107-4978-9fff-b77f324a4d91 |
Crynodeb
What skills and experience we're looking for
Safeguarding
• Promote the safety and wellbeing of pupils and help to safeguard pupils’ well-being by following the requirements of Keeping Children Safe in Education and our school’s Safeguarding Policy.
• Report any safeguarding concerns to the Designated Safeguarding Lead / Deputy Designated Safeguarding Leads.
• Follow the school’s procedures when reporting safeguarding concerns.
• Actively engage in regular safeguarding training.
• Complete professional reading (linked to safeguarding) that has been provided by the school in a timely manner.
• Ensure pupils are safeguarded during vulnerable situations such as illness and incidents involving intimate care.
SEN 1:1 / Small group support
• Aid the pupil(s) to learn as effectively as possible both in group situations and on his/her own by, for example:
• Clarifying and explaining instructions.
• Ensuring the pupil(s) is/are able to use equipment and materials provided.
• Motivating and encouraging the pupil(s) as required by providing levels of individual attention, reassurance and help with learning tasks as appropriate to pupils’ needs.
• Assisting in weaker areas, e.g. speech and language, reading, spelling, numeracy, handwriting/presentation etc.
• Using praise, commentary and assistance to encourage the pupil(s) to concentrate and stay on task.
• Liaising with HLTA, class teacher, SENCo and other professionals about individual learning plans, contributing to the planning, adaption and delivery as appropriate.
• Providing additional nurture to individuals when requested by the HLTA, class teacher or SENCo.
• Consistently and effectively implementing agreed behaviour management strategies.
• Helping to make appropriate resources to support the pupil(s).
• Establish supportive relationships with the pupil(s) concerned.
• Promote the acceptance and inclusion of the pupil(s) with SEND, encouraging pupils to interact with each other in an appropriate and acceptable manner.
• Monitor the pupils’ response to the learning activities and, where appropriate, modify or adapt the activities as agreed with the teacher to achieve the intended learning outcomes.
• Give positive encouragement, feedback and praise to reinforce and sustain the pupil’s efforts and develop self-reliance and self-esteem.
• Support the pupil(s) in developing social skills both in and out of the classroom.
• Support the use of ICT in learning activities and with specific programs to support learning.
• Provide regular feedback on the pupil’s learning and behaviour to the HLTA/teacher/SENCo, including feedback on the effectiveness of the behaviour strategies adopted.
• Under the direction of the HLTA/teacher/SENCo, carry out and report on systematic observations of pupil(s) to gather evidence of their knowledge, understanding and skills upon which the teacher makes judgements about their stage of development.
• When working with a group of pupils, understand and use group dynamics to promote group effectiveness and support group and individual performance.
• Where appropriate, to know and apply positive handling techniques.
• Understand and apply school policies on Child Protection, Health and Safety, Behaviour, Teaching and Learning, Equal Opportunities etc.
• Where appropriate, to develop a relationship to foster links between home and school, and to keep the school informed of relevant information.
• Be aware of confidential issues linked to home/pupil/teacher/school.
• Contribute towards reviews of the pupil’s progress as appropriate.
• Support the HLTA/class teacher/SENCo to complete SEND paperwork.
• Comply with legal and organisational requirements for maintaining the health, safety and security of yourself and others in the learning environment.
• Take part in training activities offered by the school to further knowledge and skills of working with a child with specific learning difficulties.
• Be willing to support playground/break time supervision e.g. educational games, homework clubs etc.
• Accompany teachers and pupil(s) on educational visits.
• Provide individual support, as required, during examination sessions.
• Carry out the above duties in accordance with the Education Department’s Equal Opportunities Policy.
Planning
• Contribute to effective assessment and planning by supporting the monitoring, recording and reporting of pupil performance and progress as appropriate to the level of the role.
• Read and understand lesson plans shared prior to lessons, if available.
• Prepare the classroom for lessons.
Working with colleagues and other relevant professionals
• Communicate effectively with other staff members and pupils, and with parents and carers under the direction of the HLTA/class teacher/SENCo.
• Communicate knowledge and understanding of pupils to other school staff and education, health and social care professionals, so that informed decision making can take place on intervention and provision.
• With the HLTA/class teacher, keep other professionals accurately informed of performance and progress or concerns they may have about the pupils they work with.
• Understand the role in order to be able to work collaboratively with HLTAs/classroom teachers and other colleagues, including specialist advisory teachers.
• Collaborate and work with colleagues and other relevant professionals within and beyond the school.
• Develop effective professional relationships with colleagues.
Whole-school organisation, strategy and development
• Contribute to the development, implementation and evaluation of the school’s policies, practices and procedures, to support the school’s values and vision.
• Make a positive contribution to the wider life and ethos of the school.
Professional development
• Complete regular training linked to safeguarding, first aid and health & safety to ensure that you can best protect the children in your care.
• Keep own knowledge and understanding relevant and up to date by reflecting on their own practice, liaising with school leaders, and identifying relevant professional development to improve personal effectiveness.
• Take opportunities to build the appropriate skills, qualifications, and/or experience needed for the role, with support from the school.
• Take part in the school’s performance management procedures.
Personal and professional conduct
• Follow all school policies and the staff code of conduct.
• Uphold public trust in the education profession and maintain high standards of ethics and behaviour, within and outside school.
• Have proper and professional regard for the ethos, policies and practices of the school, and maintain high standards of attendance and punctuality.
• Demonstrate positive attitudes, values and behaviours to develop and sustain effective relationships with the school community.
• Respect individual differences and cultural diversity.
The duties above are neither exclusive nor exhaustive and the postholder may be required by the Headteacher to carry out appropriate duties within the context of the job, skills and grade.
What the school offers its staff
• High‑quality CPD and ongoing professional development opportunities
• Support from an experienced and approachable leadership team
• A supportive induction programme
• A friendly, inclusive environment that values work‑life balance
• Opportunities to contribute to exciting school developments and innovation
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.
Safeguarding
• Promote the safety and wellbeing of pupils and help to safeguard pupils’ well-being by following the requirements of Keeping Children Safe in Education and our school’s Safeguarding Policy.
• Report any safeguarding concerns to the Designated Safeguarding Lead / Deputy Designated Safeguarding Leads.
• Follow the school’s procedures when reporting safeguarding concerns.
• Actively engage in regular safeguarding training.
• Complete professional reading (linked to safeguarding) that has been provided by the school in a timely manner.
• Ensure pupils are safeguarded during vulnerable situations such as illness and incidents involving intimate care.
SEN 1:1 / Small group support
• Aid the pupil(s) to learn as effectively as possible both in group situations and on his/her own by, for example:
• Clarifying and explaining instructions.
• Ensuring the pupil(s) is/are able to use equipment and materials provided.
• Motivating and encouraging the pupil(s) as required by providing levels of individual attention, reassurance and help with learning tasks as appropriate to pupils’ needs.
• Assisting in weaker areas, e.g. speech and language, reading, spelling, numeracy, handwriting/presentation etc.
• Using praise, commentary and assistance to encourage the pupil(s) to concentrate and stay on task.
• Liaising with HLTA, class teacher, SENCo and other professionals about individual learning plans, contributing to the planning, adaption and delivery as appropriate.
• Providing additional nurture to individuals when requested by the HLTA, class teacher or SENCo.
• Consistently and effectively implementing agreed behaviour management strategies.
• Helping to make appropriate resources to support the pupil(s).
• Establish supportive relationships with the pupil(s) concerned.
• Promote the acceptance and inclusion of the pupil(s) with SEND, encouraging pupils to interact with each other in an appropriate and acceptable manner.
• Monitor the pupils’ response to the learning activities and, where appropriate, modify or adapt the activities as agreed with the teacher to achieve the intended learning outcomes.
• Give positive encouragement, feedback and praise to reinforce and sustain the pupil’s efforts and develop self-reliance and self-esteem.
• Support the pupil(s) in developing social skills both in and out of the classroom.
• Support the use of ICT in learning activities and with specific programs to support learning.
• Provide regular feedback on the pupil’s learning and behaviour to the HLTA/teacher/SENCo, including feedback on the effectiveness of the behaviour strategies adopted.
• Under the direction of the HLTA/teacher/SENCo, carry out and report on systematic observations of pupil(s) to gather evidence of their knowledge, understanding and skills upon which the teacher makes judgements about their stage of development.
• When working with a group of pupils, understand and use group dynamics to promote group effectiveness and support group and individual performance.
• Where appropriate, to know and apply positive handling techniques.
• Understand and apply school policies on Child Protection, Health and Safety, Behaviour, Teaching and Learning, Equal Opportunities etc.
• Where appropriate, to develop a relationship to foster links between home and school, and to keep the school informed of relevant information.
• Be aware of confidential issues linked to home/pupil/teacher/school.
• Contribute towards reviews of the pupil’s progress as appropriate.
• Support the HLTA/class teacher/SENCo to complete SEND paperwork.
• Comply with legal and organisational requirements for maintaining the health, safety and security of yourself and others in the learning environment.
• Take part in training activities offered by the school to further knowledge and skills of working with a child with specific learning difficulties.
• Be willing to support playground/break time supervision e.g. educational games, homework clubs etc.
• Accompany teachers and pupil(s) on educational visits.
• Provide individual support, as required, during examination sessions.
• Carry out the above duties in accordance with the Education Department’s Equal Opportunities Policy.
Planning
• Contribute to effective assessment and planning by supporting the monitoring, recording and reporting of pupil performance and progress as appropriate to the level of the role.
• Read and understand lesson plans shared prior to lessons, if available.
• Prepare the classroom for lessons.
Working with colleagues and other relevant professionals
• Communicate effectively with other staff members and pupils, and with parents and carers under the direction of the HLTA/class teacher/SENCo.
• Communicate knowledge and understanding of pupils to other school staff and education, health and social care professionals, so that informed decision making can take place on intervention and provision.
• With the HLTA/class teacher, keep other professionals accurately informed of performance and progress or concerns they may have about the pupils they work with.
• Understand the role in order to be able to work collaboratively with HLTAs/classroom teachers and other colleagues, including specialist advisory teachers.
• Collaborate and work with colleagues and other relevant professionals within and beyond the school.
• Develop effective professional relationships with colleagues.
Whole-school organisation, strategy and development
• Contribute to the development, implementation and evaluation of the school’s policies, practices and procedures, to support the school’s values and vision.
• Make a positive contribution to the wider life and ethos of the school.
Professional development
• Complete regular training linked to safeguarding, first aid and health & safety to ensure that you can best protect the children in your care.
• Keep own knowledge and understanding relevant and up to date by reflecting on their own practice, liaising with school leaders, and identifying relevant professional development to improve personal effectiveness.
• Take opportunities to build the appropriate skills, qualifications, and/or experience needed for the role, with support from the school.
• Take part in the school’s performance management procedures.
Personal and professional conduct
• Follow all school policies and the staff code of conduct.
• Uphold public trust in the education profession and maintain high standards of ethics and behaviour, within and outside school.
• Have proper and professional regard for the ethos, policies and practices of the school, and maintain high standards of attendance and punctuality.
• Demonstrate positive attitudes, values and behaviours to develop and sustain effective relationships with the school community.
• Respect individual differences and cultural diversity.
The duties above are neither exclusive nor exhaustive and the postholder may be required by the Headteacher to carry out appropriate duties within the context of the job, skills and grade.
What the school offers its staff
• High‑quality CPD and ongoing professional development opportunities
• Support from an experienced and approachable leadership team
• A supportive induction programme
• A friendly, inclusive environment that values work‑life balance
• Opportunities to contribute to exciting school developments and innovation
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.