SEN Teaching Assistant

Posted 19 July 2022
Salary £65 - 73 per day
Job type Temporary
DisciplineEducation & SEND
Contact NameJamie Heath

Job description

Teaching Assistant (TA) Resource Base


Post 1: 32.5 (5 days)

Post 2: 26 (4 days)

Post 3: 19.5 (3 days)

Job Purpose

This is a brief overview of the key objectives of the job including the context within the team/department.

Improving outcomes for children and young people with Special Education Needs (pupils with physical disabilities; language and communication difficulties and those on the autistic spectrum) who attend a SENSS resource base attached to a mainstream school.

Supporting student access to the learning environment and fostering independence with the aim of enabling access to the curriculum and facilitating full inclusion into school life.

Supporting in a range of learning environments within the resource base, host school and on outings and other school activities as required.

Job Responsibilities

This is a list of the main duties or tasks that the post holder will be expected to undertake.

The Teaching Assistant (TA) role is an essential part of the educational team working with students in the SENSS.

The primary role is to support the Resource Base Coordinator and specialist teachers in all aspects of work of the resource base. This will include;



This post is subject to an enhanced check from the Disclosure and Barring Service (DBS).

The post holder has individual responsibility for promoting and safeguarding the welfare of children and young people s/he is responsible for, or comes into contact with, in line with local authority (LA) safeguarding procedures.


  • Supporting students either 1:1 or in a small group to develop a skill, attitude or behaviour.
  • Provision of individual specialist support and advice to students attending lessons within the host mainstream school.  This will require the post holder to plan their support in conjunction with a Resource Base Teacher or Resource Base Coordinator and ensure that each student is supported appropriately to access the teaching and learning effectively within this setting.
  • Supporting the appropriate use and maintenance of any equipment used by the student under the guidance of the Resource Base Teacher or Resource Base Coordinator.
  • Representing the specialist teacher in the mainstream classroom and if required, taking responsibility for certain decisions while acting in this capacity.
  • The negotiation of strategies for supporting pupils with individual class teachers, should behaviour or learning management issues arise in a lesson.  Assistance and support should be provided to all staff within the classroom where required.
  • Supervision of children during break-time and lunch-time periods, subject to agreement/ negotiation.
  • Supervision and assistance in relation to agreed care programmes including intimate care need.
  • Support to students to complete specified pupil programmes specially devised by therapists. The TA is expected to work as a member of a multi-disciplinary team, sharing skills, knowledge and observations to support the physical curriculum as an integral part of the learning curriculum.  This will involve working either in a small group or with individual pupils, carrying-out programmes designed by professional staff concerning physiotherapy, occupational therapy, speech, language and communication programmes and swimming activities.  Training and guidance will be given on an individual basis.
  • Representing the specialist teacher while off the school premises e.g. educational visits.
  • Recognition that whilst on the host school site and/or supporting students in class, the TA is responsible to the Resource Base Coordinator, Resource Base Teacher, Head Teacher and SENSS managers.
  • Administer medication if required following correct procedures as advised by the Resource Base Coordinator (full training will be given)
  • If necessary, and subject to agreement, the TA will escort /transport pupils to and from activities.
  • Supporting students on residential visits (by negotiation)


  • Welcoming visitors and providing information, where appropriate
  • Caring for all equipment used within the SENSS resource base
  • A willingness to support the team by taking on a particular responsibility e.g. making displays 
  • Helping with or organising particular events such as fund-raising activities and activities during school activity week.
  • Providing flexibility of approach such that help and support can be afforded to other members of staff and students in times of need or crisis.


TAs will be expected to attend meetings to support the work of the resource base. Meetings may include:

  • General resource base team meetings
  • Meetings specific to individual pupils e.g. review meetings
  • Meetings to plan and review provision with the Resource Base Coordinator, specialist teacher and other professionals
  • Extracurricular meetings arising from special occasions or activities


TAs will be encouraged and supported to develop the knowledge, understanding and skills required to work effectively with the Resource Base students. They will be expected to:

Participate in In-Service Training activities as organised by the mainstream school and SENSS

Participate in agreed Oxfordshire County Council’s induction and appraisal processes


  • Checking work emails regularly and using email for effective communication
  • Undertake administrative tasks such as photocopying and word processing
  • Maintain records and reports as required by the Resource Base Coordinator or Specialist Team Manager
  • Inform the Resource Base Coordinator of any absence from work, promptly and record absence appropriately through ESS
  • Complete travel claims/expenses forms through ESS as appropriate


TAs will be required to familiarise themselves with the Health and Safety requirements operating in their resource base and host school, the children’s rights, agreed systems for managing behaviour, and all policies, to include:

  • Equal opportunities
  • Safeguarding and promoting the welfare of children
  • The Autism Charter
  • Manual Handling and Moving operations (pupils with physical disabilities) including Evac. chair emergency evacuations.
  • School’s Behaviour Policy and Physical Restraint Policy and Procedures.
  • Anti-bullying, Harassment and Discrimination Policy