Overview
Supply Teaching Assistant - SEN Schools - High Wycombe-Supply Teaching Assistant- High Wycombe
Flexible, rewarding work in specialist education settings
Are you passionate about making a difference in the lives of children with special educational needs?
Whether you're an experienced Teaching Assistant, Nursery Practitioner, care worker, or have personal experience supporting individuals with autism, ADHD, learning disabilities, or medical/physical needs-this could be the perfect role for you.
The Role
SEN Supply Teaching Assistant
As a Supply TA in an SEN setting, you will:
* Work collaboratively with teachers and therapists to support pupils' academic and emotional development
* Provide 1:1 and small group support to meet individual learning plans and behaviour goals
* Build strong, nurturing relationships to ensure pupils feel safe, supported, and empowered
* Adapt your approach to suit a variety of needs - communication difficulties, sensory processing, or mobility issues
* Communicate effectively with school staff and parents/carers to help track progress and celebrate achievements
What We Offer
* Flexible work - choose when and where you work (day-to-day, short or long-term roles available)
* The chance to gain or expand your experience in specialist education
* Opportunity to work in some of the most supportive and inclusive SEN schools in the area
* Potential for long-term or permanent roles
* Daily rate of £90 - £100
* Ongoing support from your dedicated consultant at Academics Ltd
Who We\'re Looking For
* Individuals with experience in SEN, care, or early years
* Calm, patient, and adaptable personalities
* Willingness to support pupils with challenging behaviour or complex needs
* Enhanced DBS (or willingness to apply for one)
* A genuine passion for supporting young people with additional needs
How to Apply
If you\'re ready to take on a fulfilling, flexible role where no two days are the same - we'd love to hear from you. Apply today or contact the Academics High Wycombe team to find out more.
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