Special Needs Learning Support Assistant

4 weeks ago


Harrow, United Kingdom Protocol Education Full time
About the Role

We are seeking a compassionate and dedicated Learning Support Assistant to join our team at Protocol Education Agency. As a Special Needs Learning Support Assistant, you will work closely with a child diagnosed with Global Delay, providing tailored support to help them achieve their academic and developmental goals.

Key Responsibilities:

  • Implementing individualized learning plans to support the child's unique needs and abilities.
  • Assisting the child with classroom activities, ensuring they are fully engaged and supported.
  • Providing emotional support and encouragement to promote confidence and self-esteem.
  • Collaborating with teachers and therapists to monitor progress and adjust strategies as needed.
  • Creating a nurturing and inclusive environment where every child feels valued and supported.

Why Choose Protocol Education?

We prioritize the well-being and success of both our staff and the children we support. Our team is dedicated to providing exceptional support to children with special needs, and you could be a vital part of this mission.

Requirements:

  • Previous experience working with children with special needs, particularly Global Delay, is desirable but not essential.
  • Strong communication skills and a compassionate attitude.
  • Ability to work collaboratively as part of a team.
  • Willingness to undergo background checks and relevant training.

What We Offer:

  • Specialist support and training to help you excel in your role.
  • A collaborative network of professionals and resources to enhance your skills and knowledge.
  • A rewarding work environment where you can make a real difference in the lives of children with special needs.

Apply Now:

If you are passionate about supporting children with special needs and making a positive impact on their lives, please contact Glenn Cunningham at Protocol Education Agency to learn more about this opportunity.



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