SEND Teaching Assistant (Year 2 - 1:1 Support)

• Location: Weoley Castle, Birmingham

• Start Date: ASAP

• Salary: -100- -120 per day (dependent on experience)

• Contract: Temporary, ongoing

• Hours: Full Time - 8:30am to 3:30pm (Monday to Friday)

Are you a patient, caring, and enthusiastic SEND Teaching Assistant looking to make a meaningful impact in a child''s early education? Empowering Learning is currently seeking a dedicated SEND TA to work on a 1:1 basis with a young boy in Year 2 at a welcoming and inclusive primary school in Weoley Castle, Birmingham.

This role offers the opportunity to support a child with additional needs, helping them to access learning, develop confidence, and thrive both academically and socially. You will be a key part of a supportive school team that values inclusion, consistency, and child-centred practice.

• Provide 1:1 tailored support to a Year 2 pupil with SEND, supporting learning, emotional regulation, and behaviour

• Work closely with the class teacher and SENCo to implement individual support strategies and EHCP targets

• Adapt lesson materials and activities to meet the pupil''s needs and learning style

• Build a positive, trusting relationship and act as a calm, consistent presence throughout the school day

• Support engagement, independence, and participation in classroom and wider school activities

• Previous experience supporting children with SEND in a primary school or care setting

• A relevant Teaching Assistant qualification (Level 2 or above)

• Level 1 Safeguarding training

• A nurturing, patient, and adaptable approach

• Strong communication skills and the ability to work collaboratively with staff and families

• An Enhanced DBS on the Update Service (or willingness to apply)

This is a rewarding opportunity for a SEND Teaching Assistant who is passionate about supporting children with additional needs in a 1:1 capacity within a positive primary school environment.

If this sounds like the right role for you - or someone you know - apply today.

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