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Open nowPosted yesterday

1:1 Teaching Assistant Level 2

Teaching Vacancies (DfE)6,130 open roles

Where
Malvern, West Midlands, United Kingdom
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Your applicationOpen now1:1 Teaching Assistant Level 2Teaching Vacancies (DfE) · Malvern, West Midlands, United Kingdom
  1. YouYes, apply to this one.

  2. CV RocketCV written for this posting.

  3. 25 readersRecruiter, hiring manager, skeptic. Round after round.

  4. CV RocketApplied on Teaching Vacancies (DfE)'s own form.

The reply lands in your private mailbox

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The clock on this job

Early applications get read.

7.8% of postings close within 7 days. Measured by our own scanner across the market. Teaching Vacancies (DfE) postings stay open a median of 1 days.

Share of postings closed within
  1. 1.7%1 day
  2. 3.5%3 days
  3. 7.8%7 days
  4. 14.6%14 days
  5. 34.1%30 days
This job: posted yesterday

Teaching Vacancies (DfE) median: 1 days open

The posting

Job Purpose and key skills:

To provide consistent, skilled and nurturing support for a pupil with Autism Spectrum Disorder and associated social, emotional, communication, sensory and executive functioning difficulties. The Teaching Assistant will work closely with the class teacher, SENCO, parents and external professionals to enable the pupil to access learning, develop independence, regulate emotions, build positive relationships and achieve the outcomes identified within their Education, Health and Care Plan (EHCP).

Essential:

Experience supporting children with SEND, particularly in areas such as communication and interaction, and social, emotional and mental health.

Experience delivering small group or 1:1 interventions.

Experiencing supporting pupils with executive functioning difficulties.

Strong understanding of Autism Spectrum Disorder (ASD) and how it affects learning, communication and social interaction.

Ability to recognise and respond to sensory needs, including implementing movement breaks and sensory support strategies.

Knowledge of emotional regulation strategies.

Strong understanding of inclusive education and differentiated learning.

Ability to build trusting relationships with pupils and staff.

Skilled in using visual supports, structured routines, and positive behaviour strategies.

Excellent communication and interpersonal skills.

Flexible, patient, and empathetic approach.

Patience, empathy and emotional resilience, remaining calm and supportive during periods of anxiety or dysregulation.

Desirable:

Training in English, reading and mathematics and a knowledge of the Key Stage 2 curriculum.

Knowledge of effective modelling, scaffolding and multisensory learning.

Familiarity with EHCPs and multi-agency working.

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