About the role:
We are seeking a dedicated and adaptable Teaching Assistant to join a welcoming primary school in Peterborough.
The school prides itself on providing a supportive and inclusive learning environment where every child is encouraged to achieve their full potential.
This role will involve providing support across all year groups, working closely with teachers and pupils to enhance learning and wellbeing throughout the school. The successful candidate will be flexible in their approach and confident supporting a range of pupil needs. Experience supporting children with SEND, SEMH needs, and challenging behaviour would be highly beneficial.
This is a full-time position starting in September 2026 and continuing for the full academic year.
Key Responsibilities:
- Provide classroom support across EYFS, Key Stage 1, and Key Stage 2
- Support pupils with a range of learning, behavioural, and emotional needs
- Assist teachers in delivering engaging and inclusive learning activities
- Promote positive behaviour and support pupils’ social and emotional development
- Work collaboratively with teaching staff and the wider school team to support pupil progress
Pre-requisites:
- Previous experience working within a primary school setting
- Experience supporting SEND, SEMH, or behaviour needs is desirable
- Right to work in the UK and references covering the last 2 years
- Commitment to safeguarding and promoting the welfare of children
Teaching Assistant Peterborough employer: Justteachers
Join our vibrant primary school in Nuneaton as a KS1 Teaching Assistant, where you will play a crucial role in nurturing young minds and fostering a love for learning. We offer a supportive work culture that prioritises professional development, ensuring you have ample opportunities to grow your skills and advance your career in education. With competitive daily rates and a commitment to creating a positive impact in the community, this is an excellent opportunity for those passionate about making a difference in children's lives.
