SEN Teaching Assistant

JDS Recruitment are working with a school in Milton Keynes who are looking for a SEN Teaching Assistant.

We are seeking a compassionate, resilient and experienced Specialist Learning Support Assistant to provide consistent, individualised support to a pupil with additional needs. The successful candidate will play a vital role in promoting the pupil’s emotional wellbeing, safety, engagement in learning and gradual development of independence.

Key Responsibilities

• Provide dedicated, full-time support to the pupil, ensuring appropriate supervision, particularly during unstructured periods such as breaktimes, lunchtimes and transitions.
• Deliver personalised learning support on a 1:1 basis, adapting approaches to meet the pupil’s individual needs and supporting participation in small-group activities where appropriate, with groups of up to three pupils.
• Support the pupil’s access to the curriculum by promoting engagement, emotional regulation and positive learning experiences.
• Undertake appropriate duties across the school, including floor-based responsibilities, to ensure the pupil is supported consistently throughout the school day.
• Support the pupil to access a designated safe space when needed, using agreed strategies to promote co-regulation, emotional safety and a successful return to learning.
• Work collaboratively with the SENCO, clinical professionals, teaching staff and other relevant colleagues to ensure a consistent and coordinated approach.
• Implement agreed support plans, risk assessments and strategies, maintaining clear communication regarding the pupil’s progress, presentation and emerging needs.
• Contribute to regular reviews of support arrangements, with a focus on reducing dependency, developing self-regulation skills and building independence at an appropriate pace.
• Maintain clear professional boundaries, confidentiality and safeguarding responsibilities at all times.

Person Specification

The ideal candidate will:

• Have experience supporting children or young people with additional social, emotional, behavioural or developmental needs.
• Demonstrate an understanding of trauma-informed practice and the importance of relationships, trust, predictability and emotional safety.
• Remain calm, patient and consistent when responding to distress or dysregulation.
• Be confident in providing close supervision while balancing the need to promote dignity, autonomy and independence.
• Possess strong communication and relationship-building skills, with the ability to work effectively as part of a multidisciplinary team.
• Be reflective, adaptable and willing to engage in guidance, training and regular review of practice.
• Demonstrate a genuine commitment to inclusive education and the wellbeing of vulnerable pupils.