Full Time Teaching Assistant - SEN Support New

Teaching Assistant - SEN Support (Full-Time)

Do you have experience supporting children or young people with Additional Learning Needs (ALN)? We want to hear from you!

We are looking for a Full-Time Teaching Assistant to support Key Stage 3 & 4 pupil with additional learning needs at a welcoming, inclusive secondary school in Cardiff CF5. This is a fantastic opportunity for someone with genuine experience of working with children - whether in education, care, coaching, or youth work - who wants to make a lasting difference to one young person's school life.

Key details:

• Start date: 2nd September 2026
• Hours: Monday-Friday, 8:30am-3:15pm
• Pay: £93 per day (PAYE), paid weekly - no umbrella company deductions

We're especially keen to hear from candidates with:

• Experience supporting children or young people with ALN/SEN, autism, ADHD, social/emotional/behavioural needs, or similar
• A background in SEN schools, mainstream ALN provision, youth work, care, mentoring, coaching, or tutoring
• Confidence building trust and rapport with a pupil who may need extra patience, consistency, and encouragement

Role Responsibilities:

• Provide small-group support to pupils with ALN and trauma-related needs, in line with individual support plans
• Build positive, trusting relationships with pupils to promote engagement, emotional wellbeing, and personal development
• Liaise closely with teaching staff, the SENCo, and pastoral team to deliver and adapt personalised learning programmes
• Reinforce positive behaviour and recognise individual achievements, however small, in line with the school's behaviour and rewards policy
• Monitor and record pupil progress, feeding back to relevant staff to inform ongoing support strategies

About the school
The school operates within a framework that recognises the impact of trauma, attachment difficulties, and additional learning needs on pupils' ability to access education. Staff are supported through a whole-school, trauma-informed approach, with structured guidance, regular supervision, and a strong emphasis on consistency and predictability for pupils. The setting places significant value on staff collaboration, with support assistants working as part of a wider multi-disciplinary team including teaching staff, pastoral leads, and external professionals where required. Ongoing training in trauma-informed practice, de-escalation, and behaviour management is provided to ensure staff are equipped to meet the needs of the pupils they support.

What we're looking for: