Teaching Assistant

23 hours ago


New Earswick, United Kingdom Teaching Personnel Full time

Are you seeking a rewarding role working within the education sector?

Could you make an excellent Teaching Assistant?

Do you have at least three days availability per week?

If so, Teaching Personnel would like to hear from you

We are recruiting on behalf of a Secondary school in York who are seeking a LSA/TA to work across their KS3 & Ks4 classes. As a Learning Support Assistant you will be required to work both 1:1 and on a whole class basis depending on the requirements of theschool. Working 1:1 may mean you support students with challenging behaviour, those performing at a lower standard expected of their year or students with special educational needs. You may also be responsible for supporting the class teacher in setting upand delivering classroom based activities.

- At least 5 GCSEs A* - C (including English and Maths)
- Experience working/volunteering within an educational based setting
- A confident, outgoing and nurturing personality
- A desire to support the social, emotional and intellectual development of each pupil within the school
If you're interested in this Learning Support Assistant position in York please send an up to date CV and covering letter to Umar Suleman.

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 partof our due diligence on shortlisted applicants.
For details of our privacy policy, please visit the Teaching Personnel website.



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