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Learning Support required in the Wiltshire area

  • Location: Swindon
  • Start date: 22 Jan 2019
  • Category: Secondary
  • Job reference: PE11102898
  • Branch: Bristol Secondary SEND
  • Consultant: Charity Preen
  • Call: 0117 945 3965
Job description
Do you have experience working with children with additional needs?

Do you wish to increase your experience in the education system?

Do you enjoy working in small groups and helping children achieve progress?

Our Schools need you! We are currently recruiting for learning support assistants in the local area. A learning support assistant will assist the main classroom teacher or SEN teacher in delivering quality education for all. You will be asked to work one on one with children or in small groups. This is a suitable role for people looking to gain experience in the schools or if you are passionate about providing that necessary support to help deliver a quality education for all the student population.

Protocol Education runs annual professional development that will increase your knowledge and skill set.

In order to apply for this role, you must have the following:
• Experience working with children (not required but preferred)
• Reference information for the last five years
• UK eligibility to work, an enhanced DBS dated within the last year or willingness to have one undertaken at the cost of £44
• The ability to be flexible and adaptable on a daily basis

In return, here at Protocol Education we offer:
• Competitive rates of pay.
• Free continuing professional development training (CPD)
• Ongoing honest, friendly support from our recruitment specialists who maintain 21 years of educational experiences.
• Bonus £250 refer a teacher' payment scheme
• The opportunity of working with a wide choice of schools.
• CV and interview advice and support.

If you are interested in applying please register with us online www.protocol-education.com, email us on charity.preen@protocol-education.com or call us on 0117 945 3965 to discuss our available opportunities.
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