We are currently looking for both full and part-time Learning Support Assistants for mainstream secondary schools based in Walsall. The schools are looking for people on a full or part time basis starting in January 2024.
Due to the needs of the children, we are looking for someone that has previously worked with special educational needs and is confident in their behaviour management. Although these positions are to work in a school environment, we are open to receiving applications from TA’s, support workers and individuals that have worked with adults with special educational needs.
You will be expected to support the class teacher, alongside two experienced teaching assistants to ensure that students have a good understanding of what is expected of them. You will support students on a one-to-one basis, as well as working with small groups. A lot of the work that the students will be doing in the environment will be focused on encouraging independence and life skills.
- You have experience of working with individuals with special educational needs
- You will need to be creative in the classroom and be able to offer engaging support to the class teacher and students.
- You will be able to communicate clearly and effectively with both staff and students
If you are interested in this temporary position or want to find out more, contact Becky at Zest Education or click ‘apply for job’ to submit your details.
Zest Education are an REC audited agency and are dedicated to safeguarding children. All candidates must hold an enhanced DBS (or allow us to process one for you) and be registered to the DBS Update Service, be able to provide references to cover the last two years and successfully pass all other necessary safeguarding checks prior to clearance for work.
Salary is dependent on experience, training or qualifications. The minimum experience, training or qualifications required for this position are: Recent school-based experience (within the last 5 years, teaching within a school teaching the British Curriculum).
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