1:1 SEND Teaching AssistantAbout this RoleMain Purpose of the Role
St Paul’s CE Primary School is looking for a caring, patient and skilled 1:1 SEND Teaching Assistant to provide dedicated support for a child joining our Reception class in September 2026.
The child has an Education, Health and Care Plan and requires additional support across a number of areas, including communication and interaction, cognition and learning, physical development, sensory needs and independence.
The child communicates using a combination of spoken language, gesture and Makaton and responds particularly well to visual support, repetition, predictable routines and practical, play-based learning.
Working closely with the class teacher, SENCO, family and other professionals, you will help the child to feel safe, secure and fully included within school, while supporting them to access the Early Years curriculum, develop positive relationships and become increasingly independent.
This is an important role for someone who understands that effective 1:1 support is not about doing things for a child, but about carefully scaffolding their learning, communication and daily routines so that they can participate successfully and develop their independence over time.
Key Responsibilities and TasksSupport for the Child
Build a warm, trusting and consistent relationship with the child, helping them to feel safe, understood and ready to learn.
Provide individual support throughout the school day while ensuring that the child remains fully included within the Reception class wherever possible.
Support the child to communicate their wants, needs, feelings and choices using spoken language, Makaton, gesture, visual supports and objects of reference.
Use clear, simple language, repetition and modelling to support the child's understanding.
Support the child to follow routines and instructions using visual timetables, choice boards, social stories and other appropriate resources.
Break activities and instructions into manageable steps and provide appropriate scaffolding to enable successful participation.
Support the child's attention and engagement during adult-led, 1:1, small-group and whole-class activities.
Support transitions between activities and environments through clear and predictable routines.
Promote positive interaction with other children, including opportunities for shared play, turn-taking and developing friendships.
Help the child communicate when they are upset, overwhelmed or need adult support.
Promote independence at every opportunity and gradually reduce adult support where appropriate.
The EHCP identifies the need for consistent support throughout the day, including adults trained in Makaton, support with transitions and learning through routines, concrete resources and play.
Support for Learning and Development
Work closely with the class teacher to adapt Early Years activities so that the child can access learning successfully.
Support learning through practical, play-based, visual and hands-on activities.
Deliver targeted activities and interventions as directed by the class teacher, SENCO and relevant professionals.
Support the development of early communication, language, literacy and mathematical skills.
Implement speech and language strategies, including Makaton, visual communication systems and appropriate modelling.
Support focused adult-learning sessions using approaches such as short structured activities, pre-learning, repetition, timers and overlearning.
Provide opportunities for the child to practise and generalise skills across different activities and environments.
Support the child's participation in continuous provision and child-initiated learning.
Observe, record and communicate progress, engagement and achievements to the class teacher and SENCO.
Contribute to the implementation and review of targets contained within the child's EHCP and individual support plans.
The child's EHCP specifies a total-communication approach using Makaton, symbol systems and visual supports throughout the day, alongside regular opportunities to develop spoken language, social skills and confidence.
Support for Physical, Sensory and Personal Development
Support the child's physical development, including both fine and gross motor activities.
Provide additional support during outdoor learning, physical activity and PE where required.
Support the development of fine motor and pre-writing skills through appropriate practical activities.
Provide appropriate sensory opportunities and resources as identified within the child's provision.
Maintain close supervision where required, recognising that the child is still developing their awareness of hazards and personal safety.
Support the child's independence with self-care routines.
Provide sensitive and respectful support with toileting and personal care where required.
Support dressing, eating, drinking and other everyday activities, while encouraging the child to do as much as possible independently.
Follow agreed healthcare plans, risk assessments and professional advice.
Be alert to any changes in the child's health or wellbeing and communicate these appropriately.
The EHCP identifies delayed gross and fine motor development, hypotonia and hypermobility, developing self-care skills, limited risk awareness and the need for continued adult support with independence.
Support for Communication and Social Development
Use Makaton consistently and confidently as part of the child's everyday communication.
Support other children to understand and respond to the child's communication where appropriate.
Model language alongside signs, visuals and gestures.
Give the child sufficient time to process information and respond.
Create frequent opportunities for the child to make choices and initiate communication.
Support the child to participate in songs, rhymes, games and other motivating activities that encourage communication.
Encourage interaction and play alongside peers.
Help the child to develop the skills needed to initiate play, take turns and participate successfully with other children.
The child is described as sociable and socially seeking, enjoying the company of peers, shared activities, music and play; however, language difficulties can make initiating and sustaining peer interaction more difficult.
Working with Teachers and Other Professionals
Work closely with the Reception teacher and SENCO to plan and review appropriate support.
Implement strategies recommended by Speech and Language Therapy, Occupational Therapy and other relevant professionals.
Participate in meetings and reviews relating to the child's progress and provision where appropriate.
Maintain clear and accurate records as requested.
Share observations and concerns promptly with the class teacher and SENCO.
Develop a positive and professional relationship with the child's family.
Support a consistent approach between school, home and external professionals.
Participate in relevant training and professional development.
The EHCP specifically identifies speech and language provision, including the modelling and implementation of Makaton and early-language strategies by key staff.
Support for the School
Comply with all school policies and procedures, including safeguarding, health and safety, SEND and data protection.
Maintain confidentiality regarding pupil, family and school matters.
Promote equality, inclusion and diversity.
Contribute positively to the Christian ethos and values of St Paul’s.
Work collaboratively with colleagues across the school.
Supervise and support pupils outside lesson times where required.
Attend relevant meetings, briefings and training.
Undertake other appropriate duties consistent with the nature and level of the role.
About You
We are looking for someone who is:
warm, calm, patient and nurturing;
able to build a strong and positive relationship with a young child;
committed to inclusion and ambitious for children with SEND;
able to work effectively within a busy Reception environment;
confident in following structured programmes and professional advice;
able to communicate clearly using visual approaches and, ideally, Makaton;
observant and able to recognise small but significant steps of progress;
able to respond calmly and consistently when a child is finding an activity or situation difficult;
confident in supporting personal care sensitively and respectfully;
committed to developing a child's independence rather than creating unnecessary dependence on adult support;
able to work closely with teachers, the SENCO, parents and external professionals;
flexible, reliable and willing to adapt their approach according to the child's needs.
Experience of working with children with Down Syndrome, speech and language needs, communication difficulties, developmental delay or physical and sensory needs would be particularly valuable.
Experience of Makaton would also be desirable, although appropriate training can be provided.
Previous experience within an Early Years or primary school setting would be advantageous.
Transition into St Paul’s
The successful candidate will play an important role in helping the child make a successful transition into Reception.
The child's EHCP identifies the need for a carefully planned transition, including additional visits, opportunities to become familiar with staff and the school environment, and the use of photographs and social stories to develop familiarity before starting school.
The successful candidate may therefore be involved in transition arrangements before or during the child's initial period at St Paul’s.
Important Information About the Post
This is a 1:1 SEND support role linked to the needs of a specific pupil.
This post is linked to the continued attendance of, and funding for, a specific pupil.
The level and nature of support will be kept under review in accordance with the pupil's Education, Health and Care Plan and changing needs.
Why St Paul’s?
At St Paul’s, we believe that every child should be known, valued and given the opportunity to flourish.
We are committed to creating an inclusive school in which children with additional needs are able to participate fully in school life, develop independence and experience success.
You will join a supportive team who will work alongside you to understand the child's needs, implement their EHCP effectively and ensure they have the strongest possible start to their school journey.
This is an opportunity to make a significant difference to a child's experience of starting school and to become an important part of their journey through St Paul’s.
