Role Overview
The King's Junior School is looking for a dynamic, motivated 1:1 Teaching Assistant to support a Year 2 pupil with SEND during term time. The successful candidate will work under the guidance of classroom teachers to plan, guide and monitor the pupil’s academic progress, well‑being, behaviour, learning and social skills.
Responsibilities
- Establish a supportive relationship and good communication with the pupil, aiding them when communicating with adults regarding their learning.
- Encourage a positive approach to the pupil’s learning so that they can demonstrate their potential effectively, particularly in English and maths.
- Aid the pupil to learn as effectively as possible both in group situations and on their own.
- Support the pupil to share and record their learning in different ways.
- Promote the acceptance and inclusion of the pupil, encouraging pupils to interact with each other in an appropriate and acceptable manner.
- Give positive encouragement, feedback and praise to reinforce and sustain the pupil's efforts and develop self‑reliance and self‑esteem.
- Support the pupil in developing social skills both in and out of the classroom, in line with the School's behaviour policy.
- Provide regular feedback on the pupil’s learning and behaviour to the teacher/SENDCo, including feedback on the effectiveness of strategies and different approaches adopted.
- Be aware of confidential issues linked to home/pupil/teacher/school.
- Know and apply School policies on child protection, health and safety, behaviour, teaching and learning, equal opportunities, etc.
- Contribute towards reviews of the pupil’s progress as appropriate (e.g. progress reports, My Plan reviews, etc).
- Comply with legal and organisational requirements for maintaining the health, safety and security of yourself and others in the learning environment.
- Take part in training opportunities offered by the School to further knowledge and skills of working with a child with specific challenges.
- Be willing to support playground/breaktime supervision.
- Accompany the pupil on educational visits.
- Support the pupil flexibly to integrate into the classroom.
- Promote positive social and emotional self‑management by modelling and suggesting effective strategies.
- Perform any other duties reasonably assigned by the Head of Junior School.
Qualifications
- Experience of and enthusiasm for working with primary-aged children.
- Knowledge of equal opportunities, health and safety, SEND and child protection.
- Ability to communicate well and establish firm and consistent boundaries.
- Ability to relate to children with understanding in an open, calm and friendly way.
- Patience, creativity, initiative and an enjoyment of working with children.
- Flexible, adaptable and reliable approach.
- Commitment to professional development.
- A appreciation of the School's ethos.
- A resilient and positive nature.
- Experience of supporting a child with SEND is desirable.
- A working knowledge of the Key Stage 1 curriculum would be advantageous.
Hours of Work
12.5 hours per week (term‑time only), Monday to Friday, 09:15 to 11:45. Includes INSET days as required.
Benefits
- A contributory pension through Aviva APTIS.
- Wrap‑around care for Junior School children being educated at King's.
- Access to a doctor for advice and short consultations.
- Staff wellbeing programme and wellbeing day (additional leave).
- Cycle to Work scheme.
- Various discounts for local services including gym memberships and garages.
- Free access to the Employee Assistant Programme.
- Free lunches.
- Free on‑site parking.
Application Process
To apply, please send a completed School Application Form and Covering Letter addressed to Mrs Anne Haas, Head of Junior School, by email to recruitment@thekingsschool.co.uk. A CV is not required. The closing date for applications is Monday 22 June 2026 at 12:00 noon. Early applications are encouraged and the school reserves the right to arrange an appointment prior to the published closing date. The role is not eligible for school fee remission.
