SEND Teaching Assistant
Listed on 2026-07-08
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Education / Teaching
Elementary School, Teacher Assistant/ Paraprofessional, Special Needs / Learning Disabilities, Special Education Assistant
SEND Teaching Assistant
We are partnering with a supportive, welcoming and inclusive one-form entry primary school that is seeking a committed SEND Teaching Assistant to join their team in Enfield on a long-term basis. This role involves providing dedicated 1:1 support for a pupil with SEND and challenging behaviour, working closely with teachers and other support staff to support the child's learning, wellbeing and development.
Key Responsibilities- Provide 1:1 support for a pupil with SEND and challenging behaviour.
- Support the pupil both inside and outside the classroom to ensure engagement and safety.
- Work collaboratively with teachers and staff to implement tailored support strategies.
- Assist with managing behaviour in a calm, consistent and positive manner.
- Observe and monitor the pupil's progress and share feedback with teachers and the SENCO.
- Encourage independence, participation and confidence in learning activities.
- Previous experience supporting children with SEND and/or challenging behaviour.
- Experience working 1:1 with pupils in a school or similar setting.
- A patient, resilient and nurturing approach.
- An enhanced DBS on the update service or willingness to obtain one.
- The ability to commute to the local area or live nearby.
£80 - £100 per day (PAYE), depending on experience.
Pay rate is dependent on qualifications, experience and skills.
Equal Opportunities & RequirementsEnvision Education is committed to safeguarding and promoting the welfare of children and follows a strict policy of equal opportunities. We respect and value cultural and religious diversity and do not discriminate based on age, gender, religion, race, sexual orientation, ethnic origin, culture or disability. You must be a UK resident or hold a full UK visa and be willing to complete a Disclosure and Barring Service (DBS) check.
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