Full job descriptionProspero Teaching are looking for a dedicated and supportive Learning Support Assistant to join a welcoming school in Cirencester. This is an excellent opportunity for someone who is passionate about working with children and young people and wants to make a genuine difference to their learning, development and confidence.
The successful candidate will work closely with teachers to provide one-to-one, small-group and classroom support, helping pupils overcome barriers to learning and remain engaged throughout the school day. The role may involve supporting pupils with a range of SEN and additional needs, making patience, resilience and the ability to build positive relationships particularly important.
Key Responsibilities*Providing one-to-one and small-group learning support
*Supporting pupils with their academic, social and emotional development
*Assisting pupils with SEN and additional learning needs
*Helping pupils remain focused, motivated and engaged
*Supporting positive behaviour and classroom routines
*Building strong, positive relationships with pupils
*Adapting support to meet individual pupil needs
*Working closely with teachers and other support staff
*Helping create a safe, inclusive and positive learning environment
*Encouraging pupils to develop confidence and independence
Ideal Candidate*Previous experience working with children or young people is desirable
*SEN, classroom, care or youth work experience is beneficial
*Patient, caring and empathetic approach
*Confident supporting pupils with different learning needs
*Resilient and able to remain calm in challenging situations
*Strong communication and teamwork skills
*Reliable, proactive and adaptable
*Genuine passion for supporting young people to reach their potential
*Relevant qualifications are desirable but not essential, depending on experience
This role would suit experienced LSAs and Teaching Assistants, graduates, support workers, youth workers or candidates looking to develop a rewarding career within education and SEN.


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