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Teaching Assistant – KS2
Primary School in NP19
Hours: 08:30–15:30
Start date: 23/02/2026

Teaching Personnel are supporting a friendly primary school in the NP19 area who are seeking a proactive and energetic Teaching Assistant to join their KS2 team.

This role would suit someone with prior experience within a classroom or looking to move into education from another child-facing or support-based role, such as care, youth work, sports coaching, or support work. You will work across two KS2 classrooms, providing learning and behavioural support where needed.

Due to increasing additional learning needs, the role includes supporting a small number of pupils with mixed ALN and behavioural needs. Patience, consistency, and a positive approach are key, and training and guidance will be provided.

The ideal candidate will:
• Be calm, resilient, and confident working with children
• Have experience supporting young people in any setting
• Be adaptable and willing to learn
• Build positive, trusting relationships with pupils and staff

Previous school experience is not essential — transferable skills and the right attitude are highly valued.

All applicants will require the appropriate qualifications and training for this role. Please see the FAQ’s on the Teaching Personnel website for details.

All pay rates quoted will be inclusive of 12.07% statutory holiday pay. This advert is for a temporary position. In some cases, the option to make this role permanent may become available at a later date.

Teaching Personnel is committed to safeguarding and promoting the welfare of children. We undertake safeguarding checks on all workers in accordance with DfE statutory guidance ‘Keeping Children Safe in Education’ this may also include an online search as part of our due diligence on shortlisted applicants.

We offer all our registered candidates FREE child protection and prevent duty training. All candidates must undertake or have undertaken a valid enhanced Disclosure and Barring Service (DBS) check. Full assistance provided.

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