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TA SEN KS2 - Year 5 with SEN Support
Location: Battersea
Start Date: January 2025 (or sooner)
Are you passionate about supporting students with special educational needs? We are looking for an enthusiastic and dedicated TA SEN KS2 to join a thriving primary school in Battersea. This full-time role is an exciting opportunity for those with at least one year of experience working in the education and training sector, particularly with SEN students.
Key Responsibilities:
- Provide tailored support for Year 5 students with SEN needs as a TA SEN KS2
- Assist in planning and delivering lessons, activities, and interventions
- Foster a positive and inclusive classroom atmosphere that encourages student participation
- Work collaboratively with the teaching team and parents to ensure students' needs are met
Benefits of the Role:
- Gain valuable experience in the education and training sector, with opportunities for career progression
- Work in a supportive team environment in Battersea with strong leadership and ongoing professional development
- Make a real difference in the lives of students, helping them succeed academically and socially as a TA SEN KS2
- The opportunity to build a career within a school that values inclusion and personal growth
Ideal Candidate:
- At least one year of experience working as a TA or in a similar educational role, with a focus on SEN students
- Passionate about supporting children's learning and helping them overcome challenges
- Strong communication skills and the ability to work well as part of a team
- Patient, creative, and proactive in meeting students' needs
- An understanding of the education and training sector and a commitment to continuous professional development
- Ability to commute to Battersea reliably
If you're ready to make a positive impact in Battersea and advance your career as a TA SEN KS2 we want to hear from you! Apply now to join a team of dedicated educators and support students in achieving their best. Interviews will take place in December, or sooner if possible.
