Special Needs Teaching Assistants – Full Time
Start: After the Easter BreakContract: Until the End of the Academic YearAgency: Career Teachers
Career Teachers are seeking dedicated, proactive, and compassionate Special Needs Teaching Assistants (SEN TAs) to join a range of supportive SEN settings from after the Easter break through to July.
We are working with specialist provisions across the region who support pupils with a variety of additional needs, including:
- Autism (ASC)
- Social, Emotional & Mental Health needs (SEMH)
- Moderate and Severe Learning Difficulties (MLD/SLD)
- Physical disabilities
- Communication and interaction needs
About the Role
As a SEN Teaching Assistant, you will:
- Work closely with class teachers, therapists, and support staff to deliver personalised learning.
- Support pupils on a 1:1 or small group basis, helping them access learning and develop key skills.
- Use positive behaviour strategies to promote engagement and emotional regulation.
- Contribute to a safe, nurturing, and inclusive classroom environment.
- Be an adaptable, patient, and reliable member of the team.
What We’re Looking For
We welcome candidates with:
- Previous experience supporting children or young people with additional needs (school based or alternative settings).
- A positive, resilient attitude and genuine passion for helping pupils thrive.
- Strong communication skills and the ability to work collaboratively.
- A valid DBS on the update service (or willingness to apply for one through Career Teachers).
What We Offer
- Competitive daily rates of pay
- A dedicated consultant providing ongoing support
- Opportunities for long term and permanent placements
- Access to training and career development
- Supportive and welcoming school environments
Apply Now
If you’re ready to make a meaningful impact and build your experience within an SEN setting, we’d love to hear from you.
Apply today via Career Teachers and join us in supporting pupils to achieve their full potential for the remainder of the academic year.
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