Send Support - Nottingham, United Kingdom - Protocol Education

Protocol Education
Protocol Education
Verified Company
Nottingham, United Kingdom

4 days ago

Tom O´Connor

Posted by:

Tom O´Connor

beBee Recruiter
Description

SEND Support
Have experience with working with children who have challenging behaviour in a school environment or social care setting.


Be committed to the children you are working with and will have a high level of drive and a real want to help these children.


Be trained in teach team and other practices that ensure the safety of the child - desirable but not essential.

Can make the children feel comfortable and aid the children in confidence and social skills.

Be committed to progression and willing to take on training courses to develop their career.


Key Responsibilities:


Working with groups of children or in 1:1 setting to keep the children engaged and following the curriculum to the best possible standard.

Supporting pupils socially, emotionally, and academically.

Working alongside the staff at the school to help create and deliver excellent teaching programs to the children


Communicating with the parents to ensure that what is being put into practice at school is also being followed at home.

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.

Full assistance provided. For details of our privacy policy, please see visit the Protocol Education website.
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