Job Title: Teaching Assistant
Salary/Grade: Starting at £12.71 per hour with potential to increase depending on experience and qualifications.
Hours: 08:30AM to 3:30 PM Monday to Friday. Term Time Only. Starting in September 2026
Supervised by: Deputy Head and Curriculum Lead.
Main Purpose: To work collaboratively with the English teaching staff within our alternative provision to raise the learning, literacy, and academic standards of pupils with diverse Special Educational Needs and Disabilities (SEND) and social-emotional profiles. The Teaching Assistant will support the delivery of key qualification pathways—including Functional Skills Level 1, Level 2, and GCSE English —while helping pupils overcome complex barriers to learning, promoting positive engagement, and tailoring instructional and pastoral interventions to meet individual developmental needs.
Duties and ResponsibilitiesAcademic Support & SEND Curriculum Delivery
- Assist in the delivery of a broad, engaging, and highly differentiated English curriculum tailored to the specific learning, emotional, and communication needs of SEND pupils.
- Provide direct, adapted instructional support to individual learners or small groups preparing for Functional Skills Level 1 and Level 2, as well as stretching capable students sitting their GCSE English exams.
- Deliver personalized literacy, reading, speech, and writing interventions designed to support student independence, emotional regulation, and practical real-world life skills.
- Work closely with classroom teachers and the SENDCO to monitor pupil progress, assist with tracking student performance data, and implement tailored learning action plans.
Student Engagement & Pastoral Mentoring
- Build and maintain productive, deeply empathetic, and supportive relationships with all pupils, acting as a consistent positive role model and mentor.
- Implement effective behavior management and de-escalation strategies consistently in line with the school’s policy to maintain a safe, regulated, and stimulating learning environment.
- Help empower disaffected pupils and those returning from suspensions or extended absences to smoothly adapt and reintegrate back into classroom learning.
- Plan and promote strategies to encourage positive attitudes, high attendance, and independent confidence across the SEND cohort.
Collaboration & Communication
- Maintain positive, supportive relations with parents and carers, particularly those from hard-to-reach families, encouraging them to take an active role in their child's educational and transitional progress.
- Participate in relevant school and multidisciplinary meetings alongside teaching staff to provide feedback on pupil progress, attainment, and barriers to learning.
- Collaborate and share specialist insight with teaching colleagues to help adapt and refine instructional interventions within the classroom environment to best support neurodiverse learners.
Safeguarding and Pastoral Care
- Maintain a highly vigilant approach to safeguarding, ensuring the school's safety systems, policies, and culture are strictly followed within an alternative provision context.
- Work in line with statutory safeguarding guidance (e.g., Keeping Children Safe in Education, Prevent) and the school's child protection policies.
- Support teaching staff and Designated Safeguarding Leads (DSLs) to understand and identify student behaviours that may suggest a pupil is experiencing mental health difficulties, trauma, or specific external risks.
CRITERIA
QUALITIES
Qualifications and training
* GCSE or equivalent level, including at least a Grade C/4 (or equivalent) in English and maths .
* Level 2/3 Teaching Assistant qualification or equivalent (desirable) .
* Evidence of training or willingness to train in literacy interventions, SEND strategies, or Team Teach/de-escalation techniques.
Experience
* Proven, extensive experience working with children and young people with Special Educational Needs and Disabilities (SEND), complex needs, or challenging behavior .
* Experience delivering or supporting targeted literacy interventions, reading groups, or alternative qualification frameworks (e.g., Functional Skills L1/L2 or GCSE English) .
* Experience working collaboratively within an alternative provision, special school, or educational setting .
* Experience contributing to student progress tracking and adjusting classroom provisions accordingly.
Skills and knowledge
* Strong foundational understanding of English qualification frameworks (Functional Skills and GCSEs) .
* Proven ability to communicate effectively, transparently, and safely with adults, vulnerable young people, and families .
* Deep understanding of engagement and therapeutic strategies to manage, motivate, and engage disaffected young people .
* Excellent organizational, IT, and administrative skills for helping track pupil work, EHCP requirements, and resources .
* Thorough, up-to-date understanding of safeguarding policies and child protection requirements.
Personal qualities
* Deep empathy paired with high expectations for what vulnerable or neurodiverse young people can achieve .
* Organised, proactive, self-motivated, and able to work excellently under pressure or during behavioral crises .
* Exceptional flexibility and resilience when facing changing classroom workloads or student needs .
* Absolute commitment to upholding school values, maintaining strict confidentiality, and safeguarding young people.
Person specification
Whilst every effort has been made to include the specific roles and responsibilities here, an employee will be expected to comply with any reasonable request made by a manager to undertake work of a similar level of responsibility which may not be identified above.
All staff are expected to follow the guidance and expectations of the Staff Code of Conduct and school policies and procedures as outlined in the Staff handbook.
The school will endeavour to make any necessary reasonable adjustments to the job and the working environment to enable access to employment opportunities for disabled job applicants or continued employment for any employee who develops a disabling condition.
This job description is current at the date shown but, in consultation with you, may be updated and changed by your performance manager, in agreement with the Headteacher to reflect changes to the job commensurate with the grade and job title.
Last review date: July 2026
Next review date: July 2027
V.A.S.E. The academy is committed to safeguarding and promoting the welfare of children and young people and expects all its staff and volunteers to share this commitment.
All post holders are subject to a satisfactory enhanced Disclosure & Barring check.
Ensure that all duties and services provided are in accordance with the School’s Equal Opportunities Policy.
The Governing Body is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share in this commitment.
In accordance with Keeping Children Safe in Education (KCSIE) guidance, the Academy performs standardized online and social media searches for all shortlisted candidates to evaluate their suitability for working with children. This transparent process focuses exclusively on identifying public information relevant to safeguarding and professional standards, allowing the Academy to address any potential concerns during the interview. All checks are conducted consistently to uphold data protection principles and ensure equal opportunities for every applicant.
Pay: From £12.71 per hour
Work Location: In person
