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Flexzo Teach | Online Autism & SEN Tutor \n \n Flexible 1:1 online tutoring opportunities supporting children and young people with Special Educational Needs (SEN) and Autism Spectrum Conditions (ASC). Join our talent pool to connect with flexible short-term and long-term remote roles. \n \n Why Join Flexzo Teach \n\n • Set your own schedule and hourly rate\n, • Receive direct booking requests for remote, 1:1 tutoring\n, • Champion inclusive practice, tailored learning strategies, and emotional wellbeing\n, • Deliver impactful, personalised education to learners who thrive in alternative learning environments\n\n \n What You Need \n\n • Mandatory experience supporting learners with Special Educational Needs (SEN) and Autism Spectrum Conditions (ASC/ASD)\n, • At least 12 months of teaching or tutoring experience\n, • In progress of or completed a bachelor’s degree, plus completed A-Levels\n, • Excellent written and spoken English\n, • Right to work in the UK and an Enhanced DBS (or willingness to obtain one)\n, • Proven ability to implement adapted learning plans, visual supports, and interest-led strategies for neurodivergent learners\n, • A compassionate, patient, and nurture-focused approach\n\n \n Location & Onboarding Requirement \n Please note: While these are online tutoring roles, all candidates must attend an in-person interview and vetting process before commencing work. You must be based within reasonable travelling distance of our operating locations (London, Surrey, Manchester, Kent, or surrounding areas) to complete onboarding. Candidates unable to attend an in-person interview cannot be considered. \n \n About the Setting \n They are an award-winning SEN tutoring provider delivering 1:1 support tailored to children and young people with additional learning needs. Their focus is on building nurturing relationships, boosting emotional wellbeing, and driving confidence alongside academic progress. \n \n Upload your CV to set up your profile and receive direct bookings! \n

Dean of Student Experience \n \n Job Responsibilities \n \n The College \n UK Management College (UKMC) is a private, widening-participation higher education provider established in 2016, delivering degree programmes with an integrated Foundation Year in partnership with universities that act as the awarding bodies — the University of Wolverhampton (principal partner), Canterbury Christ Church University, Arts University Bournemouth and Health \n Sciences University — across campuses in Manchester (College House, Salford and Abarna Campus), Derby, Newcastle (North Shields) and Sunderland. The College serves a predominantly mature, local and first-in-family student community, many of whom balance study with work, caring and financial pressures. Its student-support model is therefore central, not peripheral, to its mission: \n success is measured by retention, continuation, completion and progression, and the College’s support ecosystem — organised around quality, engagement, support, wellbeing, inclusion and employability — exists to deliver those outcomes for every student, at every campus, on equal terms. \n \n Role Purpose \n The Dean of Student Experience is the College’s senior leader for academic services and the student experience. The post holder holds executive responsibility for the departments and functions that surround and enable course delivery: the Wellbeing Department; the Personal Academic Tutor (PAT) team; student engagement (non-academic); academic language and learning; employability, careers and student outcomes; research and knowledge exchange; and academic integrity. The purpose of the role is to ensure that every student — whatever their starting point, campus or mode of engagement — receives consistent, differentiated and effective support to engage, persist, achieve and progress. \n The Dean of Student Experience reports to the Associate Provost / Provost and works in close partnership with the Academic Dean, who leads course delivery, and with the Quality and Compliance department, with whom the post holder shares responsibility for evidencing that the College’s support for students meets the requirements of the Office for Students (OfS), partner \n universities (awarding bodies) and other regulatory bodies. The two Deans are jointly accountable for the College’s student outcomes: continuation, completion and progression at or above the College’s institutional targets, which are themselves set above OfS numerical baselines. \n \n Reporting and Organisational Position \n Reports to: Associate \n Provost / Provost. \n \n Line manages: Head of Wellbeing; Personal Academic Tutor (PAT) Manager; Head of Student Engagement (Non-Academic); Academic Language and Learning Lead; Head of Employability and \n Student Outcomes (Student Engagement and Career Development); Head of Research \n and Knowledge Exchange; and Head of Academic Integrity — together with the teams that report through them at every campus. \n \n Works with: The Academic Dean and the academic delivery structure (Associate / Assistant Deans, Course Directors, Academic Heads of Campus, Module Leaders); the Head of Quality and Compliance; the Academic Registrar and Academic Services; the Head of Planning and Student Systems; the Designated Safeguarding Lead; the Head of Human Resources; partner universities (awarding bodies); and the Student Association. \n \n Committees: Senior oversight of the Student Experience, Engagement and Employability Committee, the Equity, Diversity and Inclusion Committee and the Research, Ethics and Knowledge Exchange Sub-Committee; member of Academic Board and the Faculty Committee; represents the student-experience portfolio at the Executive Board as required. \n \n Key Responsibilities \n A. Strategic Leadership of the Student Experience \n\n • Provide institution-wide leadership for the student experience and academic services, ensuring a single coherent support ecosystem across all campuses in which every service is oriented to the College’s outcome measures: retention, continuation, completion and \n progression.\n • Lead, develop and performance-manage the Heads of Department and functional leads within the portfolio: agree annual objectives and departmental plans, hold regular documented one-to-ones, conduct appraisals, and hold each department to account for its performance, compliance and student outcomes.\n, • Ensure support is differentiated according to need but never unequal — with proactive, tailored support for at-risk students, stretch for high performers, and flexible arrangements for carers, mature learners and disabled students — in line with the College’s equity principle \n and Access and Participation commitments.\n • Ensure parity of the student experience across every campus, monitoring service coverage, caseloads and student feedback by site and addressing any campus-level variation.\n, • Advise the Associate Provost / Provost, the Executive Board and the Board of Directors on student-experience performance, capacity and risk, ensuring service capacity is planned ahead of student-number growth, never behind it.\n, • Deputise for the Provost on student-experience matters as required.\n\n B. Wellbeing, Safeguarding and Inclusion \n\n • Provide senior oversight of the Wellbeing Department through the Head of Wellbeing: endorse its strategy, policies and Office Performance Plan; review its KPI dashboards, audit findings and risk reports; and escalate material risks to the Associate Provost / Provost and senior committees.\n, • Ensure the consistent implementation of reasonable adjustments and learning support plans across all campuses, working with the Academic Dean’s delivery structure so that adjustments are embedded in teaching and assessment, in compliance with the Equality Act 2010.\n, • Ensure effective arrangements for safeguarding and Prevent within the portfolio, working with the Designated Safeguarding Lead and the Safeguarding and Prevent Committee, and provide senior leadership during escalated crises and critical incidents.\n, • Champion equality, diversity and inclusion across the student experience, providing senior oversight of the Equity, Diversity and Inclusion Committee’s student-facing agenda and ensuring inclusive practice is embedded in every service.\n, • Ensure lessons from wellbeing-related complaints, appeals and serious cases are learned, recorded and fed into continuous improvement.\n\n C. Personal Academic Tutoring (PAT) \n\n • Provide senior oversight of the Personal Academic Tutor model through the PAT Manager, ensuring every student is assigned a Personal Academic Tutor and receives differentiated academic, pastoral and practical support in line with the Personal Tutor Policy.\n, • Ensure PATs monitor engagement, attendance and confidence through the engagement dashboard and KPI risk matrix, act on early warning signs of disengagement, and lead timely interventions in partnership with the Wellbeing Team, module tutors and Course Directors.\n, • Ensure the PAT function delivers its academic-skills programme — induction, workshops on academic writing, referencing, time management and digital literacy — consistently across \n campuses, aligned with the Foundation Year Academic Skills provision.\n • Oversee PAT workforce planning, caseload allocation and cross-campus consistency, ensuring the data-driven deployment model matches PAT resource to enrolment, risk and learner need.\n, • Champion PAT staff development, supporting progression towards the PGCert and Advance HE Fellowship in line with institutional targets, and evaluate PAT performance and impact against retention, engagement and student-satisfaction measures.\n\n D. Student Engagement, Belonging and Student \n Voice \n\n • Provide senior oversight of the non-academic engagement function through the Head of Student Engagement (Non-Academic), ensuring a rich programme of activities, events and communities that build belonging at every campus.\n, • Ensure the Student Engagement, Belonging and Academic Challenge Framework is delivered and monitored, with engagement and belonging metrics reviewed termly and acted upon.\n, • Ensure the student voice is heard and answered: support the Student Association, student representation, the Student Staff Liaison Committee, surveys and mid-module feedback, with visible “you said, we did” responses across the College.\n, • Ensure induction and transition support helps every new student — including Foundation Year entrants — settle, connect and engage from the earliest weeks.\n\n E. Academic Language and Learning \n\n • Provide senior oversight of the Academic Language and Learning Lead and the developing Academic Language and Learning Hub, ensuring effective language and study-skills support for all students, including those for whom English is not a first language.\n, • Ensure the English Proficiency Framework is implemented and monitored across all courses and campuses, with escalation routes from Course Directors and PATs into specialist language support.\n, • Ensure language and learning development is embedded in the curriculum in collaboration with the Academic Dean, the Head of Learning and Teaching and Course Directors, and that its impact on retention, attainment and progression is evaluated.\n\n F. Employability, Careers and Student Outcomes \n\n • Provide senior oversight of the employability and careers function through the Head of Employability and Student Outcomes, ensuring the Career-Ready Framework is delivered across every programme and campus.\n, • Lead the development of the Centre for Employability, Skills and Alumni, connecting teaching, research and graduate outcomes, and building employer, community and alumni engagement.\n, • Hold portfolio accountability for graduate progression, sustaining performance at or above the College’s institutional target, which is set above the OfS numerical baseline, and ensuring progression outcomes are monitored by campus and programme.\n, • Ensure employability, placements and career development are embedded at course level in collaboration with Course Directors, and provide senior oversight of the Student Experience, Engagement and Employability Committee.\n\n G. Research and Knowledge Exchange \n\n • Provide senior oversight of the Head of Research and Knowledge Exchange, fostering a research and scholarship culture among staff and ensuring research-informed teaching enriches the student experience.\n, • Provide senior oversight of the Research, Ethics and Knowledge Exchange Sub-Committee, ensuring rigorous research-ethics approval processes and monitoring research performance against internal and external indicators.\n, • Lead the College’s preparations for the Research Excellence Framework 2029 and its community-centred scholarship agenda, aligned with the research and knowledge-exchange sub-strategy and budget.\n\n H. Academic Integrity \n\n • Provide senior oversight of the Academic Integrity Office through the Head of Academic Integrity, ensuring academic-misconduct prevention, education, investigation and case management operate consistently, fairly and in line with each awarding body’s regulations.\n, • Ensure integrity data is analysed and reported termly, that trends inform preventative education delivered through PATs and module teams, and that assessment-design implications are raised with the Academic Dean.\n, • Ensure students receive clear education on academic integrity, referencing and the responsible use of technology from induction onwards.\n\n I. Quality, Compliance and Regulatory Assurance \n\n • Work in structured partnership with the Head of Quality and Compliance to ensure the student-experience portfolio meets, and can evidence that it meets, the OfS conditions of registration — including the quality conditions relating to resources,

ACADEMIC DEAN Job Responsibilities The College UK Management College (UKMC) is a private, widening-participation higher education provider established in 2016, delivering degree programmes with an integrated Foundation Year in partnership with universities that act as the awarding bodies. The College delivers, but does not develop or award, curriculum: all programmes are validated or franchised by its partneruniversities — the University of Wolverhampton (principal partner), Canterbury Christ Church University, Arts University Bournemouth and Health Sciences University — and are delivered across the College’s campuses in Manchester (College House, Salford and Abarna Campus), Derby, Newcastle (North Shields) and Sunderland. Course delivery is organised course-wide rather than campus-by-campus: each programme is led by a Course Director who owns the Course Performance Plan across all campuses, while at each campus a Head of Academics (Campus Academic Lead) works with Course Officers and Module Leaders to deliver and assure provision locally. The College measures its success through retention, continuation, completion and progression. Role Purpose The Academic Dean is the College’s senior academic leader for the delivery of all courses, with all partner universities, across all campuses. The post holder holds executive responsibility for ensuring that every programme the College delivers is up to date, coherent and effectively delivered in accordance with the regulations of the relevant awarding body; that delivery at every campus is properly resourced, staffed and quality-assured; and that assessment, examination and academic-standards processes operate credibly and consistently. The Academic Dean owns academicworkforce planning and academic staff recruitment, ensuring the College has the qualified, developed and well-supported teaching workforce its students and partners require. The Academic Dean reports to the Associate Provost / Provost and works in close partnership with the Dean of Student Experience, whose teams provide the academic services — Personal Academic Tutoring, wellbeing, engagement, academic language and learning, employability, academic integrity, and research and knowledge exchange — that surround and support course delivery. Together, thetwo Deans are jointly accountable for the College’s student outcomes: continuation, completion and progression at or above the College’s institutional targets, which are themselves set above OfS numerical baselines. Reporting and Organisational Position Reports to: Associate Provost / Provost. Line manages: Associate Deans and Assistant Deans; through them, the Course Directors; and the Academic Heads of Campus (Campus Academic Leads) at each campus. The wider academicdelivery workforce — Module Leaders, Course Officers, Lecturers and Assistant Lecturers — reports through this structure. The Head of Learning and Teaching reports to the Academic Dean for the teaching-quality, observation and academic CPD agenda. Works with: The Dean of Student Experience; the Academic Registrar and the Academic Services and Registry structure; the Head of Quality and Compliance; the Head of Human Resources (academic workforce planning and recruitment); the Chief Operating Officer (timetabling, estates and campus resources); partner universities (awarding bodies), their link tutors and boards; and the College’s senior committees. Committees: Chairs the Faculty Committee; member of Academic Board and the Executive Board as constituted; senior oversight of the Course Coordination Committee (chaired by an Associate / Assistant Dean) and, through Course Directors, of the Course Committees for every programme. Key Responsibilities A. Strategic Academic Leadership Provide institution-wide academic leadership for the delivery of the College’s full course portfolio, ensuring delivery plans give effect to the Strategic Plan 2025–2030 and the learning and teaching sub-strategy. Lead, develop and performance-manage the Associate and Assistant Deans, agreeing objectives, holding regular documented one-to-ones, conducting appraisals and building a capable, collegial academic leadership team. Ensure the course-wide delivery model — Course Directors owning each programme across campuses, with Academic Heads of Campus assuring local delivery — operates effectively, with clear accountabilities and no gaps between course-level and campus-level oversight. Advise the Associate Provost / Provost, the Executive Board and the Board of Directors on academic delivery capacity, risks and opportunities, ensuring that growth in student numbers is always measured, deliberate and matched to delivery capacity. Deputise for the Provost on academic delivery matters as required and represent the College’s academic provision externally.B. Course Delivery with Partner Universities Hold overall responsibility for the delivery of every programme franchised or validated by the University of Wolverhampton, Canterbury Christ Church University, Arts University Bournemouth and Health Sciences University, ensuring each is delivered strictly in accordance with the relevant awarding body’s academic regulations, programme specifications and partnership agreement. Ensure each course remains up to date and coherent in delivery: that module content, learning materials and reading lists are current; that modules build appropriately across levels from the integrated Foundation Year onwards; and that any changes proposed by an awarding body are implemented promptly and communicated to students. Lead the College’s academic contribution to partner-university validation, approval, periodic review and revalidation events, including the preparation of delivery plans, staffing evidence and staff CVs for partner approval. Oversee annual programme monitoring and course self-evaluation for every programme, ensuring Course Performance Plans are owned, evidenced and acted upon, and that external examiner reports and partner monitoring outcomes result in tracked improvement actions. Manage teach-out obligations with care — including the Canterbury Christ Church University teach-out — so that every continuing student receives a full, high-quality delivery experience to completion. Act as the College’s senior academic point of contact with each partner university on delivery matters, maintaining constructive, transparent relationships with partner academic leads and link tutors, and supporting due diligence for prospective partnerships under the Partner Selection Framework.C. Multi-Campus Delivery and Parity Ensure every campus — Manchester (College House and Abarna House), Salford, Derby, Newcastle (North Shields) and Sunderland — delivers its allocated provision to the same academic standard, with equivalent access to qualified staff, learning resources, library provision and the virtual learning environment. Oversee the deployment of Academic Heads of Campus, ensuring each campus has effective local academic leadership, and that cross-campus consistency is monitored through the Course Coordination Committee and campus-level reporting. Work with the Chief Operating Officer and the Academic Registrar to ensure timetabling, room utilisation and campus academic resources support effective delivery, and that campus capacity is respected in enrolment planning. Monitor outcomes by campus and by programme — retention, continuation, completion and progression — identifying and addressing any campus-level variation in performance or student experience. Ensure new campus provision, including provision delivered at Salford, Derby and Sunderland for Health Sciences University programmes, is established with full delivery capability from the first day of teaching.D. Assessment, Examinations and AcademicStandards Hold senior oversight of the operation of assessment across the College: assessment scheduling, secure examination arrangements, marking, internal moderation and the timely submission of results to each awarding body in line with its regulations and deadlines. Ensure College staff are prepared for and effectively represented at partner-university assessment boards and boards of examiners, and that board outcomes are implemented accurately and promptly. Ensure external examining arrangements operate effectively for every programme and that external examiner feedback is answered and actioned. Safeguard the credibility of assessment in collaboration with the Dean of Student Experience, whose portfolio includes the Academic Integrity Office, ensuring assessment design, invigilation and moderation minimise opportunities for misconduct. Ensure reasonable adjustments and agreed support plans are implemented consistently in assessment delivery, in collaboration with the Dean of Student Experience’s teams and in compliance with the Equality Act 2010.E. Academic Workforce Planning and Recruitment Own the College’s academic workforce plan: model staffing requirements against enrolment forecasts, staff–student ratios, module delivery plans and campus growth, and keep the plan aligned with the budget and the five-year financial forecasts. Lead academic recruitment with the Head of Human Resources: define establishment needs, approve job descriptions and person specifications, chair or oversee senior academic appointments, and ensure every appointed member of teaching staff is appropriately qualified and approved by the relevant awarding body where required. Oversee academic induction, probation, mentoring and the assistant-lecturer development pathway, ensuring new staff are supported to full effectiveness. Oversee the academic workload model, ensuring workloads are fair, transparent and consistent with high-quality delivery, and that Personal Academic Tutoring, scholarship and development time are properly recognised. Champion academic staff development and progression through the College’s academic progression pathways and salary structure, supporting staff towards the PGCert and Advance HE Fellowship in line with institutional targets, working with the Head of Learning andTeaching. Plan resilience into the workforce — cover arrangements, the appropriate use of part-time and casual academic staff, and succession planning for academic leadership roles.F. Learning, Teaching and Delivery Quality Hold senior oversight of the Head of Learning and Teaching and the teaching-quality agenda: the teaching observation scheme, peer review, the academic CPD programme and calendar, the annual Learning and Teaching Conference, and partner-university teaching observations. Ensure teaching across all campuses is inclusive, research-informed and compliant with the Teaching, Learning and Assessment frameworks, including the Inclusive Curriculum Framework and the English Proficiency Framework. Ensure the virtual learning environment is populated, current and consistently used across all modules and campuses, and that digital delivery meets the standards expected of higher education in England. Use student feedback — module evaluations, mid-module student-representative discussions, partner surveys and institutional surveys — to drive continuous improvement in delivery, withvisible “you said, we did” responses.G. Student Outcomes and Data Hold delivery-side accountability for the College’s outcome measures — retention, continuation, completion and progression — monitored by campus and by programme, and for sustaining performance at or above the College’s institutional targets, which are setabove OfS numerical baselines. Ensure Course Directors analyse attainment, engagement and outcomes data by demographic group, identify at-risk modules and cohorts, and act early, in collaboration with the Personal Academic Tutor team and the Dean of Student Experience’s services. Ensure academic delivery data — attendance, engagement, assessment and outcomes — is recorded accurately in the College’s student information systems and supports reliable internal reporting and external regulatory returns. Contribute delivery evidence to the annual Self-Assessment Report and the Quality Enhancement Plan, and account for delivery performance at Academic Board and to the Board of Directors through the Board Assurance Dashboard.H. Governance, Compliance and Regulation Chair the Faculty Committee and ensure its sub-structure — the Course Coordination Committee and the Course Committees for every programme — operates effectively, with accurate minutes, tracked actions and reliable reporting to Academic Board. Ensure academic delivery complies with the OfS conditions of registration — in particular the quality conditions relating to course content and delivery, resources and support, and assessment and awards — the UK Quality Code, the Equality Act 2010, Prevent and data-protection obligations. Ensure the College can evidence its delivery arrangements to regulators, awarding bodies and external reviewers at any time, maintaining complete and current programme documentation, staffing structures and delivery records. Escalate material academic risks promptly through the risk register and to the Associate Provost / Provost, and ensure lessons from complaints, appeals and academic incidents inform improvement. Undertake any additional duties assigned by the Associate Provost / Provost, commensurate with the seniority of the role. Working with the Dean of Student Experience The Academic Dean and the Dean of Student Experience hold complementary portfolios within a single academic leadership model, under the senior oversight of the Associate Provost / Provost. The Academic Dean leads what is taught, by whom, and how well it is delivered; the Dean of Student Experience leads the services that enable every student to engage, persist and succeed.The two Deans are expected to operate as close partners: to maintain shared oversight of student outcomes; to align delivery plans with support capacity before each intake; to ensure Personal Academic Tutors, wellbeing, engagement, language, employability and integrity services are embedded in course delivery at every campus; and to present joint assurance on the academic student experience to Academic Board. Neither portfolio succeeds without the other, and both Deansare jointly accountable for the coherence of the whole. Values and Conduct The Academic Dean is expected to model the College’s values at all times: to act with integrity, fairness and transparency; to promote equality, diversity and inclusion across the academic community; to safeguard the interests, welfare and outcomes of students; to respect the authority of each awarding body over its curriculum and awards; and to uphold the College’s widening-participation mission, in which student success is measured by the distance travelled and the outcomes achieved — retention, continuation, completion and progression — rather than by selectivit

Graduate Teaching Assistants - Manchester Secondary Schools \n Location: Manchester \n Job Type: Full-Time, Short-Term & Daily Roles \n Start Date: Immediate / Ongoing \n Salary: Competitive, dependent on experience \n Are you a graduate looking to gain valuable classroom experience before starting a career in teaching? \n Aspire People are currently recruiting enthusiastic and motivated Graduate Teaching Assistants to work across secondary schools in Manchester. We have a range of full-time, short-term and daily opportunities available, making this an excellent opportunity for graduates looking to build their experience within education. \n These roles are particularly well suited to aspiring teachers who want to gain hands-on classroom experience before applying for teacher training or progressing into a career in education. \n Who Are We Looking For? \n We are keen to hear from graduates with a genuine passion for working with young people, particularly those who have studied: \n * Core subjects such as English, Maths or Science. \n * Psychology or Educational Psychology. \n * Special Educational Needs (SEN) or related subjects. \n * Education or other relevant degree subjects. \n Previous experience working with children is desirable but not essential. This could include: \n * Tutoring or private tuition. \n * Volunteering with children or young people. \n * School or university placement experience. \n * Coaching or mentoring. \n * Previous employment working with children or young people. \n The Role \n As a Graduate Teaching Assistant, you will gain valuable experience working within a secondary school environment while supporting students and classroom teachers. \n Your responsibilities may include: \n * Supporting students academically across the curriculum. \n * Working with students 1:1 and in small groups. \n * Supporting students who may have SEN or additional learning needs. \n * Assisting the class teacher with classroom activities and learning. \n * Helping students remain engaged and focused during lessons. \n * Providing additional support to students who require extra guidance. \n * Building positive and professional relationships with students. \n * Supporting the school in maintaining a positive learning environment. \n * Following and reinforcing the school's behaviour policy and expectations. \n * Working collaboratively with teachers and other members of staff. \n Why Work with Aspire People? \n * Gain valuable classroom-based experience in secondary schools. \n * Excellent experience for graduates considering a career in teaching, SEN, psychology or education. \n * Flexible opportunities including daily, short-term and full-time positions. \n * Opportunities to work across a variety of Manchester schools. \n * Dedicated support from your Aspire People consultant. \n * Develop experience supporting students with SEN. \n * Build your CV and gain insight into life as a teacher. \n * DBS registered on the Update Service \n * References covering the last two years, including academic and employment history, will be required. \n Ready to Start Your Career in Education? \n If you're a graduate who is passionate about education and wants to gain genuine classroom experience, Aspire People would love to hear from you! \n Whether you're considering teacher training, exploring a career in education or simply want to gain valuable experience working with young people, we have opportunities available across Manchester secondary schools. \n Apply today to register with Aspire People and explore our current Graduate Teaching Assistant opportunities. \n #AspirePeople #GraduateTeachingAssistant #GraduateTA #TeachingAssistant #TAJobs #ManchesterJobs #ManchesterEducation #EducationJobs #GraduateJobs #AspiringTeacher #FutureTeacher #TeacherTraining #ClassroomExperience #SecondarySchools #SEN #SENSupport #PsychologyGraduates #EducationalPsychology #EnglishGraduates #MathsGraduates #ScienceGraduates #EducationCareers #SchoolJobs \n 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 Checks.

Learning Support Assistant Have you graduated with a 2:1 degree in a core subject such as Maths, English or Science? Are you looking for an opportunity to work in a school setting for the full academic year, before you perhaps start your teacher training? Maybe you wish to work in a school to see where your future lies? I am working with a school who are looking for highly academic, personable, committed graduates who have a passion for education. You don't need heaps of experience in a school setting, if any at all. You just have to hold a degree and be passion! So if you have a degree in Maths, English or Science and wish to work in an outstanding secondary school for the full year. I would love to hear from you. Apply today or send your CV directly We're shortlisting for this position this week, interviewing start of September! Learning Support Assistant - The Role Deliver 1:1/small group interventions Monday - Friday school hours Paid between £460 - £560 per week Provide in classroom support Track progress and create attainment reports Great opportunity for aspiring teachers Essential classroom experience prior to PGCE Term time only position September start Full academic year in the same school Learning Support Assistant - The School Rated Good with Outstanding elements by OfSTED Secondary school located in Ardwick Superb CPD for staff Visionary and supportive Senior Leadership Team Connected via tube and bus routes Learning Support Assistant - About You 2:1 or above in a Maths, English or Science degree from a UK university Passionate about your subject and supporting young people Strong A-Levels and GCSEs * Previous tutoring/coaching experience is advantageous If you believe that you might be the perfect fit and are ready to take the first steps in your teaching career, please do not hesitate to click 'APPLY NOW' and submit your CV to Demi at Aspire People. 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 Checks

Classroom Assistant Inspire Young Minds in Chippenham Location: Mainstream Primary School, Chippenham Start Date: ASAP Salary: £85 - £100 per day Hours: Full-Time (8:30am - 3:30pm) Do you have a passion for education and a natural ability to connect with children? Are you patient, motivated, and eager to make a real impact in the classroom? If so, this Classroom Assistant role in a highly regarded primary school in Chippenham could be your perfect next step! Why Join Us? • Supportive & dynamic environment - Work alongside dedicated teachers in a welcoming and child-focused setting., • Career-boosting opportunity - Ideal for aspiring teachers or those looking to grow in the education sector., • Variety & impact - No two days are the same! Assist in delivering engaging lessons and supporting children in their learning journey., • Make a difference - Be the spark that helps young learners thrive academically and socially. We welcome applications from: • Graduates considering a career in education., • Experienced Classroom Assistants seeking a new challenge., • Individuals with relevant experience in mentoring, coaching, tutoring, childcare, or working with children with ASD and learning difficulties. Your Role Will Involve: • Engaging with students to support and enhance their learning., • Assisting in the delivery of creative, well-structured lessons., • Building strong relationships with children to foster a positive learning environment., • Supporting core subjects like Maths & English, as well as foundation subjects like Geography & PE. If you're enthusiastic, dedicated, and ready to make a meaningful impact, we want to hear from you! Apply Now by submitting your CV to this advert and take the first step in an exciting and rewarding journey! Salary will be determined by the successful candidate's qualifications and relevant experience, and will be in accordance with the client's pay policy. JBRP1_UKTJ

Graduate Teaching Assistants - Manchester Secondary Schools Location: Manchester Job Type: Full-Time, Short-Term & Daily Roles Start Date: Immediate / Ongoing Salary: Competitive, dependent on experience Are you a graduate looking to gain valuable classroom experience before starting a career in teaching? Aspire People are currently recruiting enthusiastic and motivated Graduate Teaching Assistants to work across secondary schools in Manchester. We have a range of full-time, short-term and daily opportunities available, making this an excellent opportunity for graduates looking to build their experience within education. These roles are particularly well suited to aspiring teachers who want to gain hands-on classroom experience before applying for teacher training or progressing into a career in education. Who Are We Looking For? We are keen to hear from graduates with a genuine passion for working with young people, particularly those who have studied: Core subjects such as English, Maths or Science. Psychology or Educational Psychology. Special Educational Needs (SEN) or related subjects. Education or other relevant degree subjects. Previous experience working with children is desirable but not essential. This could include: Tutoring or private tuition. Volunteering with children or young people. School or university placement experience. Coaching or mentoring. * Previous employment working with children or young people. The Role As a Graduate Teaching Assistant, you will gain valuable experience working within a secondary school environment while supporting students and classroom teachers. Your responsibilities may include: Supporting students academically across the curriculum. Working with students 1:1 and in small groups. Supporting students who may have SEN or additional learning needs. Assisting the class teacher with classroom activities and learning. Helping students remain engaged and focused during lessons. Providing additional support to students who require extra guidance. Building positive and professional relationships with students. Supporting the school in maintaining a positive learning environment. Following and reinforcing the school's behaviour policy and expectations. Working collaboratively with teachers and other members of staff. Why Work with Aspire People? Gain valuable classroom-based experience in secondary schools. Excellent experience for graduates considering a career in teaching, SEN, psychology or education. Flexible opportunities including daily, short-term and full-time positions. Opportunities to work across a variety of Manchester schools. Dedicated support from your Aspire People consultant. Develop experience supporting students with SEN. Build your CV and gain insight into life as a teacher. DBS registered on the Update Service * References covering the last two years, including academic and employment history, will be required. Ready to Start Your Career in Education? If you're a graduate who is passionate about education and wants to gain genuine classroom experience, Aspire People would love to hear from you! Whether you're considering teacher training, exploring a career in education or simply want to gain valuable experience working with young people, we have opportunities available across Manchester secondary schools. Apply today to register with Aspire People and explore our current Graduate Teaching Assistant opportunities. #AspirePeople #GraduateTeachingAssistant #GraduateTA #TeachingAssistant #TAJobs #ManchesterJobs #ManchesterEducation #EducationJobs #GraduateJobs #AspiringTeacher #FutureTeacher #TeacherTraining #ClassroomExperience #SecondarySchools #SEN #SENSupport #PsychologyGraduates #EducationalPsychology #EnglishGraduates #MathsGraduates #ScienceGraduates #EducationCareers #SchoolJobs 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 Checks

Greater Manchester, NorthWest M1, United Kingdom Full-time Permanent Band 05 Posted 30 Jul 2026 UK Management College (UKMC) is a private, widening-participation higher education provider established in 2016, delivering degree programmes with an integrated Foundation Year in partnership with universities that act as the awarding bodies. The College delivers, but does not develop or award, curriculum: all programmes are validated or franchised by its partneruniversities — the University of Wolverhampton (principal partner), Canterbury Christ Church University, Arts University Bournemouth and Health Sciences University — and are delivered across the College’s campuses in Manchester (College House, Salford and Abarna Campus), Derby, Newcastle (North Shields) and Sunderland. Course delivery is organised course-wide rather than campus-by-campus: each programme is led by a Course Director who owns the Course Performance Plan across all campuses, while at each campus a Head of Academics (Campus Academic Lead) works with Course Officers and Module Leaders to deliver and assure provision locally. The College measures its success through retention, continuation, completion and progression. The Academic Dean is the College’s senior academic leader for the delivery of all courses, with all partner universities, across all campuses. The post holder holds executive responsibility for ensuring that every programme the College delivers is up to date, coherent and effectively delivered in accordance with the regulations of the relevant awarding body; that delivery at every campus is properly resourced, staffed and quality-assured; and that assessment, examination and academic-standards processes operate credibly and consistently. The Academic Dean owns academicworkforce planning and academic staff recruitment, ensuring the College has the qualified, developed and well-supported teaching workforce its students and partners require. The Academic Dean reports to the "Associate Provost / Provost" and works in close partnership with the Dean of Student Experience, whose teams provide the academic services — Personal Academic Tutoring, wellbeing, engagement, academic language and learning, employability, academic integrity, and research and knowledge exchange — that surround and support course delivery. Together, thetwo Deans are jointly accountable for the College’s student outcomes: continuation, completion and progression at or above the College’s institutional targets, which are themselves set above OfS numerical baselines. Associate Provost / Provost. Associate Deans and Assistant Deans; through them, the Course Directors; and the Academic Heads of Campus (Campus Academic Leads) at each campus. The wider academicdelivery workforce — Module Leaders, Course Officers, Lecturers and Assistant Lecturers — reports through this structure. The Head of Learning and Teaching reports to the Academic Dean for the teaching-quality, observation and academic CPD agenda. The Dean of Student Experience; the Academic Registrar and the Academic Services and Registry structure; the Head of Quality and Compliance; the Head of Human Resources (academic workforce planning and recruitment); the Chief Operating Officer (timetabling, estates and campus resources); partner universities (awarding bodies), their link tutors and boards; and the College’s senior committees. Chairs the Faculty Committee; member of Academic Board and the Executive Board as constituted; senior oversight of the Course Coordination Committee (chaired by an Associate / Assistant Dean) and, through Course Directors, of the Course Committees for every programme. • Provide institution-wide academic leadership for the delivery of the College’s full course portfolio, ensuring delivery plans give effect to the Strategic Plan 2025–2030 and the learning and teaching sub-strategy., • Lead, develop and performance-manage the Associate and Assistant Deans, agreeing objectives, holding regular documented one-to-ones, conducting appraisals and building a capable, collegial academic leadership team., • Ensure the course-wide delivery model — Course Directors owning each programme across campuses, with Academic Heads of Campus assuring local delivery — operates effectively, with clear accountabilities and no gaps between course-level and campus-level oversight., • Advise the Associate Provost / Provost, the Executive Board and the Board of Directors on academic delivery capacity, risks and opportunities, ensuring that growth in student numbers is always measured, deliberate and matched to delivery capacity., • Deputise for the Provost on academic delivery matters as required and represent the College’s academic provision externally., • Hold overall responsibility for the delivery of every programme franchised or validated by the University of Wolverhampton, Canterbury Christ Church University, Arts University Bournemouth and Health Sciences University, ensuring each is delivered strictly in accordance with the relevant awarding body’s academic regulations, programme specifications and partnership agreement., • Ensure each course remains up to date and coherent in delivery: that module content, learning materials and reading lists are current; that modules build appropriately across levels from the integrated Foundation Year onwards; and that any changes proposed by an awarding body are implemented promptly and communicated to students., • Lead the College’s academic contribution to partner-university validation, approval, periodic review and revalidation events, including the preparation of delivery plans, staffing evidence and staff CVs for partner approval., • Oversee annual programme monitoring and course self-evaluation for every programme, ensuring Course Performance Plans are owned, evidenced and acted upon, and that external examiner reports and partner monitoring outcomes result in tracked improvement actions., • Manage teach-out obligations with care — including the Canterbury Christ Church University teach-out — so that every continuing student receives a full, high-quality delivery experience to completion., • Act as the College’s senior academic point of contact with each partner university on delivery matters, maintaining constructive, transparent relationships with partner academic leads and link tutors, and supporting due diligence for prospective partnerships under the Partner Selection Framework., • Ensure every campus — Manchester (College House and Abarna House), Salford, Derby, Newcastle (North Shields) and Sunderland — delivers its allocated provision to the same academic standard, with equivalent access to qualified staff, learning resources, library provision and the virtual learning environment., • Oversee the deployment of Academic Heads of Campus, ensuring each campus has effective local academic leadership, and that cross-campus consistency is monitored through the Course Coordination Committee and campus-level reporting., • Work with the Chief Operating Officer and the Academic Registrar to ensure timetabling, room utilisation and campus academic resources support effective delivery, and that campus capacity is respected in enrolment planning., • Monitor outcomes by campus and by programme — retention, continuation, completion and progression — identifying and addressing any campus-level variation in performance or student experience., • Ensure new campus provision, including provision delivered at Salford, Derby and Sunderland for Health Sciences University programmes, is established with full delivery capability from the first day of teaching., • Hold senior oversight of the operation of assessment across the College: assessment scheduling, secure examination arrangements, marking, internal moderation and the timely submission of results to each awarding body in line with its regulations and deadlines., • Ensure College staff are prepared for and effectively represented at partner-university assessment boards and boards of examiners, and that board outcomes are implemented accurately and promptly., • Ensure external examining arrangements operate effectively for every programme and that external examiner feedback is answered and actioned., • Safeguard the credibility of assessment in collaboration with the Dean of Student Experience, whose portfolio includes the Academic Integrity Office, ensuring assessment design, invigilation and moderation minimise opportunities for misconduct., • Ensure reasonable adjustments and agreed support plans are implemented consistently in assessment delivery, in collaboration with the Dean of Student Experience’s teams and in compliance with the Equality Act 2010., • Own the College’s academic workforce plan: model staffing requirements against enrolment forecasts, staff–student ratios, module delivery plans and campus growth, and keep the plan aligned with the budget and the five-year financial forecasts., • Lead academic recruitment with the Head of Human Resources: define establishment needs, approve job descriptions and person specifications, chair or oversee senior academic appointments, and ensure every appointed member of teaching staff is appropriately qualified and approved by the relevant awarding body where required., • Oversee academic induction, probation, mentoring and the assistant-lecturer development pathway, ensuring new staff are supported to full effectiveness., • Oversee the academic workload model, ensuring workloads are fair, transparent and consistent with high-quality delivery, and that Personal Academic Tutoring, scholarship and development time are properly recognised., • Champion academic staff development and progression through the College’s academic progression pathways and salary structure, supporting staff towards the PGCert and Advance HE Fellowship in line with institutional targets, working with the Head of Learning andTeaching., • Plan resilience into the workforce — cover arrangements, the appropriate use of part-time and casual academic staff, and succession planning for academic leadership roles., • Hold senior oversight of the Head of Learning and Teaching and the teaching-quality agenda: the teaching observation scheme, peer review, the academic CPD programme and calendar, the annual Learning and Teaching Conference, and partner-university teaching observations., • Ensure teaching across all campuses is inclusive, research-informed and compliant with the Teaching, Learning and Assessment frameworks, including the Inclusive Curriculum Framework and the English Proficiency Framework., • Ensure the virtual learning environment is populated, current and consistently used across all modules and campuses, and that digital delivery meets the standards expected of higher education in England., • Use student feedback — module evaluations, mid-module student-representative discussions, partner surveys and institutional surveys — to drive continuous improvement in delivery, withvisible “you said, we did” responses., • Hold delivery-side accountability for the College’s outcome measures — retention, continuation, completion and progression — monitored by campus and by programme, and for sustaining performance at or above the College’s institutional targets, which are setabove OfS numerical baselines., • Ensure Course Directors analyse attainment, engagement and outcomes data by demographic group, identify at-risk modules and cohorts, and act early, in collaboration with the Personal Academic Tutor team and the Dean of Student Experience’s services., • Ensure academic delivery data — attendance, engagement, assessment and outcomes — is recorded accurately in the College’s student information systems and supports reliable internal reporting and external regulatory returns., • Contribute delivery evidence to the annual Self-Assessment Report and the Quality Enhancement Plan, and account for delivery performance at Academic Board and to the Board of Directors through the Board Assurance Dashboard., • Chair the Faculty Committee and ensure its sub-structure — the Course Coordination Committee and the Course Committees for every programme — operates effectively, with accurate minutes, tracked actions and reliable reporting to Academic Board., • Ensure academic delivery complies with the OfS conditions of registration — in particular the quality conditions relating to course content and delivery, resources and support, and assessment and awards — the UK Quality Code, the Equality Act 2010, Prevent and data-protection obligations., • Ensure the College can evidence its delivery arrangements to regulators, awarding bodies and external reviewers at any time, maintaining complete and current programme documentation, staffing structures and delivery records., • Escalate material academic risks promptly through the risk register and to the "Associate Provost / Provost", and ensure lessons from complaints, appeals and academic incidents inform improvement., • Undertake any additional duties assigned by the "Associate Provost / Provost", commensurate with the seniority of the role. The Academic Dean and the Dean of Student Experience hold complementary portfolios within a single academic leadership model, under the senior oversight of the Associate Provost / Provost. The Academic Dean leads what is taught, by whom, and how well it is delivered; the Dean of Student Experience leads the services that enable every student to engage, persist and succeed.The two Deans are expected to operate as close partners: to maintain shared oversight of student outcomes; to align delivery plans with support capacity before each intake; to ensure Personal Academic Tutors, wellbeing, engagement, language, employability and integrity services are embedded in course delivery at every campus; and to present joint assurance on the academic student experience to Academic Board. Neither portfolio succeeds without the other, and both Deansare jointly accountable for the coherence of the whole. The Academic Dean is expected to model the College’s values at all times: to act with integrity, fairness and transparency; to promote equality, diversity and inclusion across the academic community; to safeguard the interests, welfare and outcomes of students; to respect the authority of each awarding body over its curriculum and awards; and to uphold the College’s widening-participation mission, in which student success is measured by the distance travelled and the outcomes achieved — retention, continuation, completion and progression — rather than by selectivity. #J-18808-Ljbffr

FindTutors is looking for passionate FCE First Certificate in English tutors to join our growing online teaching community. No previous tutoring experience required.

Part-time QTS SEN Tutor needed in Salford to deliver one-to-one GCSE Maths and English lessons to students with Special Educational Needs. Requires 1 year of teaching/tutoring experience.

Seeking a SEMH Tutor for part-time, temporary role in Salford, tutoring GCSE Maths and English to students with Social, Emotional, and Mental Health needs.

Learning Support Assistant Have you graduated with a 2:1 degree in a core subject such as Maths, English or Science? Are you looking for an opportunity to work in a school setting for the full academic year, before you perhaps start your teacher training? Maybe you wish to work in a school to see where your future lies? I am working with a school who are looking for highly academic, personable, committed graduates who have a passion for education. You don't need heaps of experience in a school setting, if any at all. You just have to hold a degree and be passion! So if you have a degree in Maths, English or Science and wish to work in an outstanding secondary school for the full year. I would love to hear from you. Apply today or send your CV directly We're shortlisting for this position this week, interviewing start of September! Learning Support Assistant - The Role Deliver 1:1/small group interventions Monday - Friday school hours Paid between £460 - £560 per week Provide in classroom support Track progress and create attainment reports Great opportunity for aspiring teachers Essential classroom experience prior to PGCE Term time only position September start Full academic year in the same school Learning Support Assistant - The School Rated Good with Outstanding elements by OfSTED Secondary school located in Ardwick Superb CPD for staff Visionary and supportive Senior Leadership Team * Connected via tube and bus routes Learning Support Assistant - About You 2:1 or above in a Maths, English or Science degree from a UK university Passionate about your subject and supporting young people Strong A-Levels and GCSEs Previous tutoring/coaching experience is advantageous If you believe that you might be the perfect fit and are ready to take the first steps in your teaching career, please do not hesitate to click 'APPLY NOW' and submit your CV to Demi at Aspire People. 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 Checks

FindTutors is looking for passionate FCE First Certificate in English tutors to join our growing online teaching community. No previous tutoring experience required.

Conveyancing Fee Earner | Hybrid Working | Low Volume Caseload | No Billing Targets.Manchester | 3 Days Working from Home | Circa £45,000 DOE.An excellent opportunity has arisen for a.This is a replacement position within a stable and supportive team, offering a genuinely manageable caseload with

FindTutors is looking for passionate FCE First Certificate in English tutors to join our growing online teaching community. No previous tutoring experience required.

Are you a caring and dedicated Teaching Assistant with a passion for supporting children with.We are currently recruiting for an.As an SEN Teaching Assistant, you will provide.You will work closely with the class teacher and SENCO to ensure pupils receive the appropriate support to access learning a

FindTutors is looking for passionate CPE Certificate of Proficiency in English tutors to join our growing online teaching community. No previous tutoring experience required.

The organisation has a rewarding opportunity for a teaching professional to deliver engaging vocational, employability, English and maths learning to post-16 learners across two partner football club sites in the Stockport area.

SEN Teaching Assistant £95 - £105 per day Knutsford, Cheshire 1:1 SEN Support | Non-Verbal Autism | Alternative Provision | Full-Time | September Start Astro Education is working in partnership with a highly supportive primary school near Knutsford to recruit a compassionate and resilien

Supporting interventions in Maths, English, phonics, and other curriculum areas.

Requirements Minimum 1 year of teaching or tutoring experience in Maths and English at GCSE level. Desired Qualities PGCE in Maths or English or QTS status. As a Maths and English Tutor, you will play a vital role in helping students build confidence, close learning gaps, and achieve their academi

SEN Teaching Assistant - Mid Sussex.Competitive, dependent on experience.This is a fantastic opportunity for someone who wants to make a genuine difference to children's education and development.As an SEN Teaching Assistant, you may provide.You may be supporting children with:.We're looking for som

The Role: Delivering planned lessons and learning activities in the absence of the class teacher Providing whole-class, 1:1, and small-group support Supporting pupils with SEND and additional learning needs Covering classes across EYFS, KS1, and KS2 where required * Supporting interventions

Experience teaching, tutoring, mentoring, learning support, or similar educational roles.

Contract/Position Details: Location Within the community or pupils home in Tameside Position English, Maths and Science Tutor Type of work Contract Start date ASAP Duration Until the pupil can reintegrate into a new school placement End date (if applicable) Ongoing Contract type Temporary F

Job Title: SEN Teaching Assistant Location: East London Job Type: Full-Time (5 days a week), Long Term or Supply Pay Rate: £95 - £110 per day Looking for a rewarding role in education? Supply Staff LTD is hiring an objective SEN Teaching Assistant for a school in East London.As an SEN T

Psychology Graduate - SEND Teaching Assistant.Manchester | Immediate Opportunities | Full-Time & Part-Time | Aspire People.Are you a Psychology Graduate interested in SEND and looking to gain practical experience working with children?.Aspire People are currently recruiting Psychology Gr

SEND Apprentice Teaching Assistant Are you an aspiring educator looking to gain full-time paid teaching support experience for the academic year, before progressing into a permanent teaching support role? Engage Education are working with multiple SEN schools departments in the Salford area who ar

Location: Wiltshire Subject: English Start Date: September Hours: Flexible Pay Rate: £25-£30 per hour Type: 1:1 Tuition Requirements Qualified Teacher Status (QTS) Minimum 6 months' experience in an educational setting Experience teaching, tutoring, mentoring, learning support, or

About the RoleContribute to planning learning activities: • Knowledge of school’s policies for the curriculum and assessment and intervention strategies to support pupils with English and Maths difficulties.

Psychology / Speech and Language Graduates.Pay - GBP500-GBP550 per week, depending on experience.Hours - Monday to Friday, 8:30am-3:30pm.Calling all 2026 psychology graduates! We are currently working with a large SEN provision in Manchester, for recent psychology and speech graduates to join their

SEN Teaching Assistant - Oldham Daily Rate: £95-£100 (PAYE) Start Date: Immediate Are you passionate about supporting children with special educational needs and helping them succeed in school? If you have experience working with pupils with ASD, ADHD or other additional needs, this cou

Delivering interventions in Maths, English, phonics, and other curriculum areas.

Are you passionate about making a difference in the lives of young learners? We are currently seeking a compassionate and dedicated 1:1 Learning Support Assistant to work with a verbal, low-level ASD child in a Year 3 class at a 2 form entry primary school in Wythenshawe, Manchester The School Our s

Job Title: Cover Tutor - Functional Skills Maths & English Location: HMP Brixton (London, SW2) Salary: From £30,000 + £5,000 London Weighting per annum Contract: Permanent, Full-Time The Opportunity Are you a passionate Maths or English educator looking for a dynamic teaching role w

SEMH / Behaviour Teaching Assistant - Primary Schools Manchester | Immediate Start | Full-Time & Part-Time Opportunities | Aspire People Do you have experience supporting children with behavioural, emotional or social needs? Aspire People are currently recruiting SEMH Teaching Assistan

SEN Teaching Assistant Location - Stockport Pay - £95-£110 per day, depending on experience Start Date - 03/09/2026 Contract Type - Temp to Perm Are you a calm and compassionate teaching assistant, with experience supporting complex needs? We are currently working with a large SEN

Personalised Learning Assistant - Southampton Area.Are you passionate about making a positive difference in the lives of children and young people with Special Educational Needs and Disabilities (SEND)?.We are seeking caring, dedicated, and enthusiastic.Personalised Learning Assistants.This is a rew

SEN Teaching Assistant - Oldham.Are you passionate about supporting children with special educational needs and helping them succeed in school? If you have experience working with pupils with.ASD, ADHD or other additional needs.CPD courses through The National College.Adapt learning materials and ac

EYFS Teaching Assistant - Primary School Location: Hulme, Manchester (M15) Role: EYFS Teaching Assistant Contract: Full Time Working Hours: Monday-Friday, 8:45am-3:45pm Start Date: 21/09/2026 We are currently recruiting for a passionate and experienced EYFS Teaching Assistant to join a welcoming P

We are excited to announce a fantastic opportunity for a Higher Level Teaching Assistant (HLTA) to join the team at a Primary SEMH School/PRU in Salford.This role will be based in a new specialist unit supporting autistic children with SEMH needs, where you will play a key part in creating a nurturi

Graduate Teaching Assistant - Immediate Start.Primary Schools across Hertfordshire.Are you a recent graduate looking to gain valuable classroom experience and make a real difference in children's education?.Tradewind Recruitment is looking for enthusiastic and motivated.This is a fantastic opportuni

Are you an experienced Teaching Assistant with a passion for supporting children with Autism Spectrum Condition (ASC) and additional learning needs?.Prospero Teaching is currently recruiting for a dedicated ASC Primary School Teaching Assistant to join a highly supportive specialist school in the Po

SEND Teaching Assistant - Communication & Autism Support.Manchester | Immediate Opportunities | Full-Time & Part-Time | Aspire People.Are you experienced supporting children with Autism, communication or social interaction needs?.Aspire People are currently recruiting Teaching Assistan

Year 6 Primary Teaching Assistant - Wendover.A Primary School based In Wendover is looking for an enthusiastic and motivated Year 6 Primary Teaching Assistant to join their team ASAP.The successful candidate will initially support across the Year 6 classes until the October half term, with the oppor

SEN Teaching Assistant - Manchester.Are you passionate about making a difference in the lives of pupils with Special Educational Needs?.Do you want to be part of a supportive and nurturing school community that puts pupils at the heart of everything it does?.We are working to support a specialist sc

Conveyancing Fee Earner | Hybrid Working | Low Volume Caseload | No Billing Targets.Manchester | 3 Days Working from Home | Circa £45,000 DOE.An excellent opportunity has arisen for a.This is a replacement position within a stable and supportive team, offering a genuinely manageable caseload with

Graduate SEMH Teaching Assistant Pupil Referral Unit (PRU) | Salford Full-Time | Immediate Starts Available Competitive Weekly Pay via Teaching Personnel Are you a recent graduate looking to begin a rewarding career in education, psychology, youth work, social care, or mental health support? Teach