Education Support Assistant

3 weeks ago


Blyth, Northumberland, United Kingdom Protocol Education Full time
About the Role

We are seeking a dedicated and enthusiastic Teaching Assistant to join our team at a highly regarded SEN school in Blyth. As an unqualified teacher/cover supervisor, your role will involve overseeing pre-set lessons across various subjects, ensuring that students are engaged and completing their work to a high standard.

Key Responsibilities
  • Classroom Support: Provide support to students in the classroom, ensuring they understand and complete their work to a high standard.
  • Behaviour Management: Maintain a constructive and positive classroom environment, managing student behaviour effectively and de-escalating situations as needed.
  • Lesson Follow-Up: Collect completed work and return it to the appropriate staff member, ensuring the classroom remains organized.
  • Safeguarding: Report any safeguarding concerns in line with the school's referral procedures and policies.
Requirements
  • Passion for Education: A genuine passion for working with children and a commitment to helping them succeed.
  • Positive Impact: A commitment to making a difference in students' lives, helping them develop the confidence, knowledge, and skills needed for their future.
  • Strong Communicator: Excellent verbal and written communication skills, with the ability to effectively manage classroom dynamics.
  • Experience: A background in education or experience positively impacting children's lives in another field is valuable.
  • Eligibility: The right to work in the U.K.
About Protocol Education

We offer a range of benefits, including competitive pay, weekly pay, professional development opportunities, and career support. Our team of experienced consultants are dedicated to providing expert guidance and support throughout your career.

If you are a motivated and enthusiastic individual looking to make a positive impact in the lives of students, we encourage you to apply for this exciting opportunity.



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