1:1 SEN TA - Re-engagement & Support Role
Posted 3 hours 55 minutes ago by Protocol Education Ltd
Not every student thrives in a traditional classroom environment straight away - and that's where you come in.
We are seeking a dedicated 1:1 SEN Teaching Assistant to support students with EHCPs, helping them rebuild confidence and reconnect with learning in a positive, supportive environment.
The role:- Providing 1:1 support throughout the school day (9am-3pm)
- Encouraging engagement and participation in learning
- Supporting emotional wellbeing alongside academic progress
- Working closely with SEN staff and external professionals
- Consistent support helps students feel safe and secure
- Tailored learning allows students to progress at their own pace
- Positive relationships can have a lasting impact on confidence and development
- Has SEN experience or a genuine passion for supporting additional needs
- Is patient, resilient, and understanding
- Can build strong relationships with students and staff
- Long-term, full-time opportunity
- Welcoming and supportive school setting
- Excellent career development opportunities
All applicants will require the appropriate qualifications and training for this role. Please see the FAQs on the Protocol Education website for further details.
All pay rates quoted will be inclusive of 12.07% statutory holiday pay. This advert is for a temporary position. In some cases, the option to make this role permanent may become available at a later date.
Protocol Education is committed to safeguarding and promoting the welfare of children. We undertake safeguarding checks on all workers in accordance with the DfE statutory guidance 'Keeping Children Safe in Education', this may also include an online search as part of our due diligence on shortlisted applicants.
We offer FREE online safeguarding and Prevent Duty training to all our workers. All candidates must undertake or have undertaken a valid enhanced Disclosure and Barring Service (DBS) check and subscribe to the DBS Update Service.
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