Teaching Assistant - Daily Supply

At Hays Education, we work closely with secondary schools across Preston to provide Teaching Assistants who can support learning, maintain classroom engagement and make a real difference to pupils across Key Stages 3 & 4. We are currently recruiting reliable, enthusiastic and adaptable Supply TAs to join our pool for flexible day-to-day and short-term work. Your new role As a Supply Teaching Assistant, you will:

- Support students in lessons across a variety of subjects - Work alongside class teachers to deliver effective learning - Provide 1:1 and small-group support when required - Adapt confidently to new school environments - Be available for morning calls and same-day bookings , responding quickly and professionally. What you'll need to succeed ?

Experience working with young people (school, youth/support work, tutoring, coaching, SEN support - all considered) ? Confidence working across Key Stages 3 and 4 ? The ability to take early-morning calls and respond at short notice ? A flexible, positive attitude and willingness to support where needed ? An enhanced DBS on the Update Service (or be willing to obtain one) What you'll get in return Working with Hays gives you:

- Complete flexibility - choose the days you want to work each week - The chance to experience a wide range of Preston high schools, each with its own culture and approach - Competitive daily rates, paid weekly - A dedicated consultant (that's me!) committed to finding you work that fits your availability, preferences and strengths.

- Quick registration and consistent support throughout your placements What you need to do now Ready to Join Us? If you're looking for flexible work, enjoy variety, and want to make a positive impact in local high schools, we'd love to hear from you. Apply today to join our team of Secondary Supply Teaching Assistants in Preston. Hays Specialist Recruitment Limited acts as an employment agency for permanent recruitment and employment business for the supply of temporary workers.

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