Higher Level Teaching Assistant (HLTA)
Are you an experienced and confident teaching assistant ready to take the next step in your career?
A warm, inclusive specialist school in Templecombe is looking for a dedicated Higher Level Teaching Assistant (HLTA) to join their team from September 2025, with the possibility of starting earlier for the right candidate.
This is a flexible role offering full-time and part-time opportunities, supporting pupils aged 6 to 13 with a range of Special Educational Needs (SEN), including Social, Emotional and Mental Health (SEMH) needs.
* Deliver and support structured learning activities under teacher guidance or independently
* Provide targeted academic and emotional support for SEN students
* Assist with planning, assessing, and adapting lessons to meet individual needs
* Lead small group interventions and support classroom behaviour management
* Work collaboratively with teachers, therapists, and support staff
This specialist provision is renowned for:
* A calm, caring, and structured environment designed for student success
* Smaller class sizes and a tailored curriculum focused on individual progress
* A child-centred approach emphasizing wellbeing and resilience
* A highly supportive, collaborative staff culture where every role is valued
It's a setting where staff are empowered, learners are nurtured, and progress is measured in both academic and emotional growth.
As a Teaching Personnel educator, you'll benefit from:
* Weekly pay through PAYE
* Ongoing support from your own specialist consultant
* Access to our CPD Academy - including HLTA training, Team Teach, Autism Awareness & more
* Flexible placements tailored to your availability and career goals
* £50 referral bonus for each friend or colleague you recommend
Ready to make a real difference in a nurturing SEN environment? Apply now to begin your journey with Teaching Personnel.
All applicants will require the appropriate qualifications and training for this role. Please see the FAQs on our website for more information.
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