Teaching Assistant

Job Title

Teaching Assistant

37.5 hours per week

18th May 2026—Early applications encouraged, interviews may be held sooner.

Early knowledge and experience of SEND and familiarity with working with and implementing interventions for individuals with Communication and Interaction, Sensory, Cognition and SEMH difficulties would be advantageous. The successful candidate will have a relevant Teaching Assistant qualification Level 3 or above (Support for Learning in Education), although consideration will be given to those working towards relevant qualifications. They must have a professional and committed attitude to work at all times and be able to adopt flexible teaching styles and approaches.

We are looking for applicants with a calm, approachable personality, team spirit and an interest in extending their professional development, and keen to keep up to date with new research and changes within the field of SEND. It is expected that the successful applicant will be fully committed to the demands of a coeducational boarding and day school and would be able to enhance the School’s extracurricular programme.

• Good literacy and numeracy skills
• Level 3 Teaching Assistant qualification (or working towards one)
• Experience or knowledge of SEND, including Communication and Interaction needs, Cognition and Learning needs, Social, Emotional and Mental Health (SEMH) challenges, and experience implementing interventions for individual learners
• Strong communication skills – able to communicate effectively with students, staff, and parents
• Organisational skills – able to manage time and resources efficiently
• ICT proficiency – confident using technology to support learning (e.g. Microsoft Teams, Microsoft Word, Microsoft PowerPoint, Show My Homework)
• Confidentiality and professionalism – able to handle sensitive information appropriately
• Initiative and problem‑solving – able to adapt support strategies to meet individual needs
• Team collaboration – works well with teachers, SENCOs, and other staff
• Understanding of safeguarding – willing to undertake relevant training
• A calm, approachable personality and a flexible, professional attitude
• Commitment to ongoing professional development and keeping up to date with SEND research and best practice
• Experience supporting students with EHCPs and contributing to review processes
• Familiarity with assistive technology (e.g. speech‑to‑text software, reading pens)
• Experience with positive behaviour support and de‑escalation techniques
• Confidence supporting students across a range of subjects, especially English, Maths, and Science
• A genuine commitment to inclusive education and removing barriers to learning

Windermere School is committed to safeguarding and promoting the welfare of children. Applicants must be willing to undergo child protection screening appropriate to the post, including checks with past employers and the Disclosure and Barring Service. We obtain at least two references for all staff, including those teaching in the Early Years Foundation Stage, and conduct enhanced criminal record checks through the Disclosure and Barring Service for staff and volunteers who will have unsupervised access to children, in accordance with requirements under the Safeguarding Vulnerable Groups Act 2006.