Core Subject Specialist Learning Support Assistant (LSA) - Secondary School
Location: Southwark, London
Contract: Full-time, 5 days per week
Start Date: ASAP / As soon as possible

We are seeking a dedicated and knowledgeable Core Subject Specialist Learning Support Assistant (LSA) to join a welcoming and supportive secondary school in Southwark. This is a full-time position ideal for individuals who are passionate about education and eager to support students in reaching their full academic potential.

The school provides a positive and inclusive learning environment, with a strong commitment to both student success and staff development. This is an excellent opportunity for someone looking to build a long-term career in education, with clear opportunities for professional growth and progression.

• Provide targeted academic support to students in core subjects (English, Mathematics, or Science).

• Work closely with teachers to support lesson delivery and reinforce key learning objectives.

• Assist students who require additional help to access the curriculum and improve attainment.

• Support students both in small groups and on a one-to-one basis.

• Help maintain a positive, focused, and inclusive classroom environment.

• Monitor student progress and provide feedback to teaching staff.

• Previous experience working in a school or educational setting.

• Strong knowledge in a core subject (English, Maths, or Science).

• A degree in a relevant subject is preferred.

• Excellent communication and interpersonal skills.

• The ability to build positive relationships with students and staff.

• A proactive, patient, and supportive approach to learning.

• A welcoming and collaborative school community.

• Supportive leadership and a strong team ethos.

• Opportunities for professional development and career progression.

• The chance to make a meaningful impact on students'' academic journeys.

If you are enthusiastic about education and committed to helping young people succeed, we would love to hear from you.

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