SEN Teaching Assistant - 1:1 ASD/ADHD Support (Primary) in Birmingham

SEN Teaching Assistant - 1:1 ASD/ADHD Support (Primary) in Birmingham

Birmingham Full-Time 19350 - 23650 £ / year (est.) No working from home possible
Long Term Futures

At a Glance

  • Tasks: Provide 1:1 support to a pupil with Autism and ADHD, helping them thrive in learning.
  • Company: Long Term Futures, dedicated to inclusive education in Birmingham.
  • Benefits: Supportive environment, professional development, and the chance to make a real difference.
  • Other info: Opportunity for long-term growth in a nurturing school community.
  • Why this job: Join a compassionate team and empower students to build confidence and succeed.
  • Qualifications: Experience in supporting SEN pupils and a passion for education.

The predicted salary is between 19350 - 23650 £ per year.

Long Term Futures are recruiting a compassionate SEN Teaching Assistant in the Birmingham area to support a pupil with Autism and ADHD from September 2026.

The role involves 1:1 support, close collaboration with the class teacher, SENCO, and support staff to help the pupil access learning and build confidence.

The school’s inclusive ethos and supportive leadership enable you to contribute to positive student outcomes and ongoing safeguarding.

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SEN Teaching Assistant - 1:1 ASD/ADHD Support (Primary) in Birmingham employer: Long Term Futures

Long Term Futures in Swadlincote is an exceptional employer, offering a supportive work culture that prioritises professional development and employee well-being. With benefits such as a £4,500 'Golden Hello', access to an on-site gym, and a generous pension scheme, we are committed to fostering growth and ensuring our staff feel valued and motivated in their roles.

Long Term Futures

Contact Details:

Long Term Futures Recruitment Team

We think you need these skills to ace SEN Teaching Assistant - 1:1 ASD/ADHD Support (Primary) in Birmingham

Compassion
1:1 Support
Collaboration
Understanding of Autism
Understanding of ADHD
Confidence Building
Inclusive Education Practices