Job description
Level 1 SEN Teaching Assistant - Autism Base
Location: Oldham.
Salary: Once gone permanent - NJC Scale Point 3: £24,027 FTE (£18,452 pro rata) + SEN Allowance £1,491 + Non-contractual Base Allowance £2,106
Hours: 32 hours 55 minutes per week / Term Time only (190 days)
Contract: Contract to Permanent
Start Date: As soon as possible
About the Role:
Aspire People is currently recruiting for a resilient, dedicated Level 1 SEN Teaching Assistant to join a specialist Autism Base provision supporting pupils with autism and complex needs. This is an excellent opportunity to make a meaningful difference in the lives of young people with Education, Health and Care Plans (EHCPs), supporting their social interaction, sensory regulation, communication, and curriculum engagement.
The Autism Base provides a consistent, supportive environment with small class sizes. Teaching Assistants will be assigned to a specific class group, working closely with teachers to deliver tailored support and proactive interventions designed to help pupils access their education and achieve aspirational outcomes.
Key Responsibilities:
- Support pupils with complex needs, including autism and sensory sensitivities, in a nurturing and empathetic manner
- Assist class teachers in delivering curriculum and monitoring student progress
- Implement behaviour management strategies and proactive interventions, including sensory diets and regulation techniques
- Record and report pupil progress and contribute to individualised education plans
- Model and encourage positive social behaviour and support pupil welfare inside and outside the classroom
- Work collaboratively as part of a multidisciplinary team, demonstrating initiative when required
- Engage actively in ongoing professional development and training, including Team Teach physical intervention training
What We're Looking For:
- Previous experience supporting children and young people with complex needs and challenging behaviour, preferably in an educational setting
- Ability to maintain emotional and physical resilience when working with pupils with high support needs
- A patient, non-judgemental and empathetic approach to behaviour and learning support
- Experience working collaboratively with teachers to implement differentiated learning interventions
- Ability to contribute to accurate recording and feedback of pupil progress
- Commitment to safeguarding and promoting the welfare of children and vulnerable adults
Why