Are you passionate about supporting the educational development of children? We are seeking a dedicated Level 2 Teaching Assistant to join our dynamic team in Blackburn.
Key Responsibilities:
* Provide classroom support to teachers in delivering high-quality education.
* Assist with the implementation of the national curriculum, tailoring support to individual student needs.
* Collaborate with teaching staff to create a positive and inclusive learning environment.
* Work with students on a one-on-one or small group basis to reinforce learning objectives.
* Contribute to the planning and preparation of educational resources.
* Foster positive relationships with students, parents, and colleagues.
Requirements:
* Level 2 Teaching Assistant Qualification or equivalent.
* Proven experience in a classroom setting.
* Familiarity with the national curriculum and the ability to support learning across different year groups.
* Strong communication and interpersonal skills.
* Ability to adapt and work effectively in various educational settings.
* Passionate about contributing to the educational development of children.
* Supportive and collaborative working environment.
* Opportunity to make a positive impact on the educational journey of students.
Application Requirements for Spencer Clarke Group:
* All applications are subject to an Enhanced DBS Disclosure, professional reference checks, Overseas Police Clearances (if applicable) in line with our safeguarding policy.
* Your CV must cover the last 10 years of employment history where possible, and all employment gaps must be explained.
* You must have the legal right to work in the UK.
* You must be willing to attend a registration interview.
All pay rates quoted will include 12.07% statutory holiday pay. This is a temporary position, with potential for permanency at a later date.
Spencer Clarke Group works with a variety of schools across a wide geographical area, covering primary, secondary, special education needs, and college levels, along with support staff positions.
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