Are you a passionate individual looking to start a career as a special needs Teaching Assistant in an SEN school locally to you?Do you have experience within the care sector, SEN settings, schools or child-minding? Worked with children or young adults who have additional needs?Aspire People are working in partnership with a vibrant, forward-thinking and innovative special school, currently located across the borough of Richmond in 4 campuses, who are looking for TAs that are passionate about helping children through creating supportive and nurturing learning environments. Please see more about the school below.'We are a happy, positive and hardworking staff, educating learners aged 4-19 with severe or profound and multiple learning disabilities and many of whom have a co-diagnosis of Autism Spectrum Condition. We work closely with colleagues from Educational Psychology, Health and Social Care to ensure that our learners receive all the support and challenge they need to achieve. Every learner has an Education, Health and Care Plan that details what and how they are learning, including input from Speech and Language, Occupational, and Physiotherapy. Our Family Worker provides invaluable encouragement and information to our families. We have high aspirations for all of our learners and high expectations of ourselves.'About YouThe successful candidates will be expected to have experience of working with children and young people (experience of working with children with SLD/PMLD/ASC is an advantage), have good communication and numeracy skills, be creative and have an enthusiastic, imaginative and caring approach to children with Special Educational Needs and Disabilities, have high expectations of learners' achievements relating to communication, independence, inclusion in the community and behaviour.Duties and Responsibilities- Work as part of the staff team at the direction of the School Leadership Team / Class Teacher / HLTA to support teaching provision and pupils' learning.- In conjunction with the Class Teacher and HLTA, respond to learners' diverse needs, both as individuals or in groups, providing challenging learning opportunities appropriate to their level of child development.- Be fluent in using the school's Development Framework in order to contribute to planning and the implementation of best practice to meet the needs of individual learners.- In conjunction with the Class Teacher and HLTA, help to plan, organise and resource learning activities that promote communication and independence by: help to develop and prepare resources, implement strategies for teaching and learning for individuals and groups, taking into account their specific needs and starting points, build in opportunities for generalising skills and knowledge beyond the classroom.- Support the teaching through use of appropriate specialist strategies and inclusive ICT; assist learners to access the full curriculum through being fluent in learner EHCP and curriculum outcomes.- Help to monitor the progress of identified learner's performance, using ICT effectively to support learning and to contribute to assessment. Keep video and written records, consistent with school systems, and provide the Class Teacher / HLTA with feedback on learner progress.- In collaboration with the Class Teacher / HLTA and other school professionals, contribute to setting short-, medium- and long-term outcomes and to periodic formal and informal review meetings (including contributing to written reports).If you are a passionate and dedicated individual with a desire to support children with special educational needs, we encourage you to apply. To do so, please submit your CV and we will be in touch shortly!Aspire People Limited provides services as an Education Agency and an Education Employment Business. Aspire People is committed to safeguarding and promoting the welfare of pupils and expects every candidate to share this commitment. Placements are subject, to appropriate Child Protection screening, including checks with former employers and the Disclosure and Barring.