Academics are working with vibrant and inclusive mainstream Primary school’s committed to providing an exceptional learning environment for all students. We take pride in fostering a supportive community that values diversity and promotes equal opportunities. We are currently seeking dedicated Special Educational Needs (SEN) Teaching Assistants to join our team on a supply basis.
Job Summary:
As a SEN Teaching Assistant, you will play a crucial role in supporting the inclusion and development of students with special educational needs within our mainstream school setting. Working on a supply basis, you will collaborate with the SEN department and classroom teachers to create an inclusive and nurturing learning environment for all students.
Key Responsibilities:
* Provide individualized support to students with special educational needs, both inside and outside the classroom.
* Assist in the implementation of Individual Education Plans (IEPs) and support strategies tailored to students' needs.
* Collaborate with classroom teachers and the SEN department to create a positive and inclusive learning environment.
* Foster positive relationships with students, parents, and colleagues to ensure effective communication and support networks.
* Monitor and track the progress of students with SEN, providing feedback to the SEN department and participating in reviews as required.
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Qualifications and Experience:
* Relevant qualifications in education or special educational needs.
* Experience working with children with special educational needs, either in a mainstream or SEN-specific setting.
* Understanding of different learning needs and the ability to adapt support strategies accordingly.
* Excellent communication and interpersonal skills.
* Patience, empathy, and a genuine commitment to promoting inclusion and diversity.
Academics is committed to safeguarding and promoting the welfare of children and expects all staff and volunteers to share this commitment. The successful candidate will be subject to an enhanced DBS check.
