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Salary £83 - £95 + holiday pay inflation per week
Protocol Education is a market-leading supply agency seeking to hire individuals who are ready to step into teaching and make an impact within schools, broadening not only the horizons of pupils but their own. If you’re passionate and charismatic, then the role of an LSA might be for you.
The role of a Learning Support Assistant is multi-faceted. You will work alongside faculty to support the educational growth and development of pupils, either in a group setting or on a 1-1 basis. You will assist in the day-to-day operations of a class and liaise with teachers to ensure student needs are met.
In this role, you would:
* Work collaboratively with teachers to ensure educational plans are implemented effectively.
* Aid students in accessing and understanding the curriculum.
* Monitor behaviour and welfare of pupils throughout the day.
* Help ensure all students have access to equal opportunities.
* Be vigilant in safeguarding.
Please ensure you are 18 and live in the UK before you apply!
We require 24 months of references.
All applicants must have the appropriate qualifications and training for this role. Please see the FAQs on the Protocol Education website for further details.
All pay rates quoted will be inclusive of statutory holiday pay. This advert is for a temporary position, with the possibility of becoming permanent later.
Protocol Education is committed to safeguarding and promoting the welfare of children. We undertake safeguarding checks on all workers in accordance with the DfE statutory guidance ‘Keeping Children Safe in Education’, which may include an online search as part of our due diligence on shortlisted applicants.
We offer FREE online safeguarding and Prevent Duty training to all our workers. All candidates must undertake or have undertaken a valid enhanced Disclosure and Barring Service (DBS) check and subscribe to the DBS Update Service.
Full assistance is provided. For details of our privacy policy, please visit the Protocol Education website.
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