Job Title: SEN Support Assistant
Location: SEN Secondary School in Tameside
Start Date: ASAP
Salary: Competitive rates
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About the Role:
Are you a dedicated and compassionate Support Worker or Youth Worker looking to take your career in a new direction? Do you have a passion for supporting young people with Special Educational Needs (SEN)? We are seeking an enthusiastic and committed individual to join our team as a SEN Support Assistant within our SEN Secondary School.
In this role, you will work directly with students who have a variety of additional learning needs, including autism, ADHD, learning disabilities, and behavioral or emotional challenges. Your support will help ensure that all students can thrive in a positive and inclusive educational environment.
Key Responsibilities:
* Provide Tailored Support: Work closely with students on a one-to-one or small group basis to support their learning and development in line with their individual education plans (IEPs).
* Assist in Classroom Settings: Support teaching staff to implement classroom activities and adapt learning materials to suit the needs of students with SEN.
* Promote Independence: Encourage students to develop their personal and academic skills, building their confidence and independence.
* Behavioral Support: Use effective behavior management techniques to promote positive behavior and ensure students remain engaged in their learning.
* Collaborate with the Team: Work alongside teachers, special educational needs coordinators (SENCO), and other staff to provide a holistic approach to supporting each student.
* Monitor and Record Progress: Keep detailed records of student progress and provide regular feedback to the SENCO and other relevant staff members.
* Provide Emotional Support: Build trusting relationships with students and offer emotional and behavioral support where needed.
Key Requirements:
* Experience Working with Young People: Previous experience as a Youth Worker, Support Worker, or in a similar role is essential. Experience in supporting young people with SEN is highly desirable but not essential.
* Passion for Education: A genuine desire to work in education and support children and young people with special educational needs to achieve their full potential.
* Strong Communication Skills: The ability to communicate effectively with students, parents, and colleagues, with patience and empathy.
* Ability to Work as Part of a Team: Collaboration with teachers, specialists, and other support staff is key to ensuring effective support for students.
* Flexibility and Adaptability: You will need to be flexible and responsive to the varying needs of students.
* Relevant Qualifications: While not essential, any qualifications in supporting children with SEN, teaching assistant training, or behaviour management would be an advantage.
If you don’t have specific qualifications in SEN, we are happy to provide training and professional development opportunities.
Why Join Us?
* Impactful Role: Make a real difference in the lives of young people with special educational needs.
* Supportive Team Environment: Join a dedicated team of professionals who are passionate about inclusive education.
* Training and Development: We are committed to supporting your professional growth, offering access to training and ongoing development opportunities.
* Career Progression: We encourage staff to develop within the school and will support you as you grow in your role.
* Temp to perm: If you impress the school, they most likely will take you on a permanent contract.
How to Apply:
Cover People are recruiting for this school and working in partnership with them to find the correct candidate.
If you think you have the right experience and would fit well into a passionate and inclusive school, please apply for this role!
Cover People – 0161 505 0439
Rachelh@coverpeopleuk.co.uk
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Cover People are an equal opportunity employer and is committed to safeguarding and promoting the welfare of children and young people. All successful candidates will be subject to an enhanced DBS check.
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