Learning Support Assistant / Maths

Learning and Progress Support Assistant (Maths) who has a strong understanding of Maths concepts for secondary school key stage, excellent communication and interpersonal skills and ability to cater to individual learning needs is required to join a well-established Academy Trust based in Hedge End, Southampton, Hampshire.

Experience within the classroom or school environment would be an advantage but is not essential.

SALARY: £25,628 per annum FTE / Actual Annual Salary £20,791 per annum

LOCATION: Hedge End, Southampton, Hampshire

JOB TYPE: Full Time, Permanent (Term Time Only)

WORKING HOURS: 35 hours per week, Monday to Friday 8.30am - 4.00pm, Term Time Only (39 weeks)

JOB OVERVIEW

We have a fantastic new job opportunity for a Learning and Progress Support Assistant who has a strong understanding of Maths concepts for secondary school key stage, excellent communication and interpersonal skills and ability to cater to individual learning needs.

Working as a Learning and Progress Support Assistant you will support the team on their journey to excellence where they strive to provide an exceptional educational experience for every student. Their values and culture of ambition, excellence, kindness, inclusion and community underpin this vision.

As the Learning and Progress Support Assistant you will play a vital part in supporting the learning of all Maths students.

Your responsibilities as Learning and Progress Support Assistant will include:

• Supporting Teachers: You will work alongside Maths teachers to deliver engaging and effective lessons, providing one-on-one or small group support to students who need additional help

• Individualised Learning: You will create and deliver targeted interventions for students who require additional support, tailoring your approach to their specific needs and learning styles

• Marking and Feedback: You will efficiently mark student work, providing constructive feedback to help them consolidate their learning and identify areas for improvement

• Building Confidence: You will foster a positive learning environment, encouraging students to develop their confidence and problem-solving skills in Maths

• Data & Assessment: You will contribute to the monitoring of student progress by collecting and analysing data, supporting teachers in tracking student development

CANDIDATE REQUIREMENTS

• Possess a strong understanding of Maths concepts for the relevant secondary school key stage

• Have a passion for making Maths accessible and engaging for all students

• Are a patient, enthusiastic and encouraging individual with excellent communication and interpersonal skills

• Have a proven ability to differentiate instruction and cater to individual learning needs

• Are a highly organised and resourceful individual with a strong work ethic

• Experience working in a school environment (desirable but not essential)

BENEFITS

• Exceptional team environment where all staff are valued
• Excellent Continuing Professional Development with high quality CPD programs
• Many opportunities for career progression
• Extensive department resources and facilities
• A tax efficient Cycle-to-Work scheme through salary sacrifice
• Staff membership rates to the modern Leisure Centre
• Enrolment in one of the UK’s Largest public sector pension schemes

The school is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. The school will ensure that all their recruitment and selection practices reflect this commitment. All successful candidates will be subject to Disclosure and Barring Service / DBS checks along with other relevant employment checks.

We reserve the right to close any of our vacancies early.

APPLY TODAY…

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JOB REF: AWDO-P12324

Full Time, Permanent LSA, Education, School Engagement, Maths Jobs, Careers and Vacancies. Find a new job and work in Hedge End, Southampton, Hampshire. Multi-Job Board Advertising and CV Sourcing Recruitment Services provided by AWD online.

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