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Hours: Full time, permanent, 40 hours per week, Term time only
Job Title: Teaching Assistant
We are looking for energetic, enthusiastic, and dedicated Teaching Assistants to work with our KS3 and KS4 students, supporting their academic and emotional progress.
New Forest School is an outstanding, small independent school renowned for working with vulnerable students with ASD, attachment difficulties, social, emotional, and mental health needs, and challenging behaviors.
Successful applicants will work in small class groups (usually 4 students) to provide emotional and academic support, including breaking down learning, using strategies and behavior plans, and applying therapeutic techniques.
Important: The company cannot sponsor employment for international workers. You must provide evidence of your right to work in the UK.
Core Requirements
* Ability to form relationships with young people to support them academically and emotionally.
* Set a good example in dress, punctuality, and attendance.
* Promote the welfare of children and support safeguarding policies.
* Support students with following their behavior plans and strategies.
* Be proactive in health and safety matters.
* Communicate effectively with the Senior Leadership Team, staff, parents, and external agencies.
* Maintain detailed and accurate student records promptly.
* Use initiative and creativity to solve problems.
Driving license is preferable.
What We Offer
* Regular in-house training to support your role.
* Funded professional qualifications.
* Recommend-a-friend scheme.
* Discretionary rewards such as Amazon vouchers or monetary rewards.
* Company Sick Pay Scheme.
* On-site parking.
* Enhanced DBS coverage.
Again, the company cannot sponsor employment for international workers. You will need to demonstrate your right to work in the UK.
New Forest Care is committed to safeguarding and promoting the welfare of children and young people. Applicants must be willing to undergo child protection screening, including employment references and DBS checks.
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