The posting
Job Description
Salary: £24,796 FTE; actual pay approx. £18,818 per annum Contract type: temporary, fixed to two pupils funding. Working pattern: Full-time, term-time.
Closing date: Wednesday 11th November, 2026, 12:00pm. Interview date: Provisionally Tuesday 17th November, 2026.
How to apply: Please download the application form. Please complete and return by 11 November 2026. Please return your form to: [email protected] .
Who to contact if you have a query: Natalie Birkby [email protected] 01892 652405 Sir Henry Fermor School Crowborough Hill TN6 2SD
EYFS/ KS1 Teaching Assistant linked to Higher Needs Funding
Sir Henry Fermor CE Primary School
Pay: £24,796 FTE; actual pay approx. £18,818 per annum
Start Date: ASAP
Hours: 8.30am to 3.30pm Monday to Friday
Contract: Temporary linked to 2 pupils funding
Applications will be reviewed on a rolling basis and we reserve the right to interview and close the advert early due to the volume of applications we receive.
Job Description
· Support children’s learning on a one-to-one basis to meet individual needs, including intimate care.
· Work across KS1 and EYFS classes and support children working outside of class expectations. · Contribute to a positive, nurturing, and inclusive learning environment. The ideal candidate will:
· Have previous experience working with children.
· Be enthusiastic, consistent, and adaptable, able to think on their feet.
· Possess good literacy and numeracy skills. · Have excellent interpersonal skills and the ability to work collaboratively as part of a team.
· Desirable to have Paediatric First Aid
Salary Scale: The post will be for 32.5 hours per week, Monday to Friday, 8.30am to 3.30pm each day including half an hour lunch duty and half an hour lunch.
Visits to the school are positively encouraged.
Please contact the school office to find out more and arrange a convenient time. Please contact Natalie Birkby on 01892 652405 or email [email protected] to book a visit.
Please find more information on the job role and person specification here:
Key duties and responsibilities: 1. To aid pupils to learn as effectively as possible both in group situations and on their own.
2. To establish supportive relationships with the pupils concerned.
3. To promote the acceptance and inclusion of pupils with SEN, encouraging pupils to interact with each other in an appropriate and acceptable manner.
4. Monitor pupils’ response to the learning activities and, where appropriate, modify or adapt the activities as agreed with the teacher to achieve the intended learning outcomes. Give feedback on achievements in order to reinforce and develop self-reliance and self-esteem, including marking children’s work.
5. To give positive encouragement, feedback and praise to re-enforce and sustain pupils’ efforts and develop self-reliance and self-esteem. 6. To support pupils in developing social skills both in and out of the Classroom.
7. To support the use of ICT in learning activities.
8. To mark pupils’ work under the direction of the class teacher.
9. To support the pupils in developing social skills both in and out of the classroom.
10. Under the direction of the teacher, carry out and report on systematic observations of pupils to gather evidence of their knowledge, understanding and skills upon which the teacher makes judgements about their stage of development. Provide this feedback on the pupil(s)’ learning and behaviour to the teacher/SENCO, including feedback on the effectiveness of the behaviour strategies adopted.
11. When working with a group of pupils, understand and use group dynamics to promote group effectiveness and support group and individual performance.
12. To prepare work and activities in advance of the lesson (within employed hours) e.g. operating AVA equipment as required i.e. photocopier, laminator, making books, labels, signs and undertaking practical tasks to maintain a good standard of classroom appearance.
13. Where appropriate to develop a relationship to foster links between home and school, and to keep the school informed of relevant information.
14. To be aware of confidential issues linked to home/pupil/teacher/school.
15. To contribute towards reviews of pupils’ progress as appropriate.
16. When working with a child on a 1-1 Basis: · To aid pupils to learn as effectively as possible both in group situations and on his/her own by, for example: · Clarifying and explaining instructions · Ensuring the pupil(s) is able to use equipment and materials provided · Motivating and encouraging the pupil(s) as required by providing levels of individual attention, reassurance and help with learning tasks as appropriate to pupils’ needs · Assisting in weaker areas, e.g. speech and language, behaviour, reading, spelling, numeracy, handwriting/presentation etc · Using praise, commentary and assistance to encourage the pupil to concentrate and stay on task · Liaising with class teacher, SENCO and other professionals about individual education plans (IEPs), contributing to the planning as appropriate · Providing additional nurture to individuals when requested by the class teacher or SENCO · Consistently and effectively implementing agreed behaviour management strategies · Helping to make appropriate resources to support the pupil(s) · Meeting pupils’ physical needs while encouraging independence e.g. help pupils to change for PE lessons or swimming, clean and reassure pupils after accidental soiling of clothes, help with mobility around the school · Creating appropriate resources to support the pupil(s) · Where appropriate, to know and apply positive handling techniques.
17. To determine the intervention strategies to be used to manage the behaviour of pupils with behavioural or emotional difficulties with the teacher.
18. To take part in training activities offered by the school and the county to further knowledge (within employed hours).
19. To support playground/break time supervision e.g. educational games, homework clubs etc (within employed hours).
20. To accompany teacher and pupils on educational visits.
21. To know and apply school policies on Child Protection, Health & Safety, Behaviour, Teaching and Learning, Equal Opportunities etc.
22. To comply with legal and organisational requirements for maintaining the health, safety and security of yourself and others in the learning environment.
23. To carry out the above duties in accordance with the Children’s Service Equal Opportunities Policy. This job description sets out the duties of the post at the time when it was drawn up. Such duties may vary from time to time without changing the general character of the duties or the level of responsibility entailed. Such variations are a common occurrence and cannot of themselves justify a reconsideration of the grading of the post.
Person specification:
The following sets out the criteria for these positions.
Applicants who have a disability and who meet the criteria will be shortlisted.
- Applicants should describe in their application how they meet these criteria. Criteria GCSE’s Maths and English to grade C or above or equivalent.
- NVQ Level 3 for Teaching Assistants or equivalent qualification or willingness to work towards a relevant qualification.
- Willingness to undertake additional training as part of their professional development e.g.the DfES Teacher Assistant Induction Programme.
- Good literacy, maths and communication skills- good interpersonal skills.
- Have necessary skills to manage and supervise a small group activities safely and be able to use a range of strategies to deal with pupil behaviour.
- Other relevant qualifications- e.g. first aid, paediatric first aid, safeguarding.
- Current or recent experience of working with primary aged pupils in an education setting.
- Be able to devise and implement structured learning activities, under the direction of the teacher, and be able to evaluate their effectiveness and measure pupils’ progress, giving feedback as required.
- Working knowledge of relevant policies and codes of practice- e.g. Keeping Children Safe in Education, Safeguarding, health and safety, security, equal opportunities and confidentiality.
-Ability to relate well to children and adults, understanding their needs and being able to respond accordingly.
- An enjoyment of learning, both that of others and your own.
- Ability to be pro-active about challenge and change.
- Be able to devise and implement structured learning activities, under the direction of the teacher, and be able to evaluate their Ability to use own initiative Personal resilience.
- Ability to use ICT to support learning.
- Personal resilience.
- Generic duties relevant to all members of staff.
About Us
Additional Information
Your starting salary will be pro rata if the above position is part-time or term-time only.
