Overview
Looking for a role where you can make a lasting impact on a young person’s future? Perhaps you’re already working with children, young people, or vulnerable adults and want to take your experience into a school environment. We’re working with specialist schools across Gosport that are looking for SEN Teaching Assistants to support students on both flexible and long‑term placements. This is a fantastic opportunity for individuals who are passionate about helping young people overcome barriers to learning and achieve their potential.
Responsibilities
- Supporting students with additional needs, including autism, ADHD, and SEMH
- Working one‑to‑one and with small groups of pupils
- Encouraging engagement with learning and classroom activities
- Supporting emotional wellbeing and positive behaviour strategies
- Building positive relationships that help students feel safe and supported
- Working alongside teachers and SEN professionals to meet individual student needs
- Providing extra encouragement, structure and understanding to help students thrive academically and personally
Qualifications & Experience
- No previous experience as an SEN Teaching Assistant required
- Backgrounds in coaching, care, youth work, customer service, or support roles are valued
- Ability to build relationships, remain calm under pressure, and provide consistent support
- Passion for helping young people succeed
Benefits
- Flexible and long‑term SEN Teaching Assistant opportunities
- Weekly PAYE pay from £90‑£100 per day
- Free CPD and specialist training in behaviour management, SEN and SEMH support, and safeguarding
- School visits and shadowing opportunities
- Ongoing support from a dedicated consultant
- A supportive, people‑focused approach
- Referral bonus up to £150 for successful referrals
Additional Information
We provide training, guidance, and ongoing support to help you feel confident in your new role. All applicants will be vetted in line with DfE guidance, including an online search as part of the recruitment process.
