Specialist Learning Support Assistant - Sleaford, United Kingdom - Protocol Education

Tom O´Connor

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Description

SPECIALIST LEARNING SUPPORT ASSISTANT:


SOCIAL, EMOTIONAL AND MENTAL HEALTH (SEMH):
Monday to Friday: 8.30am until 4pm / daily supply & long term bookings / can accommodate 3 days per week


As a Specialist Learning Support Assistant 1-1 you will play a vital role in providing essential support to students with SEN in a secondary school setting.

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Your responsibilities include:
_**- Provide one to one support

  • Work with students to identify and implement strategies to positively manage their SEMH with a focus on promoting and enhancing their learning
  • Working with teachers to identify strategies to be able to meet need without additional Teaching Assistant support


The successful applicant will have excellent communication, organisational and administrative skills and experience of working with or caring for young people.

You should also have knowledge and experience of using Microsoft Office, in particular MS Word, Excel, Outlook.


What We Offer:


  • Competitive salary depending on experience
  • Supportive and collaborative work environment
  • Opportunities for professional development and career advancement
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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