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Learning Support Assistant - Tylers Green First School

  • Location: High Wycombe
  • Ref: FS08180
  • Closing date: 24 July 2018
  • Contract type: Fixed Term / Secondment
  • Working hours: Full Time

The opportunity

We are looking for a caring, supportive and experienced professional to join our enthusiastic staff team from September 2018 or as soon as possible thereafter.

Range 1 point 6- 10 part time, term time only

Required for September 2018

Salary: £15,236 - £17,946 (pro rata)

About us

Tylers Green First School is a successful school in the heart of Tylers Green Village community.  We are a warm and welcoming school with caring and supportive staff, governors and parents and well behaved and highly motivated pupils. 

Website: www.tylersgreenfirst.co.uk

About the role

We are friendly and supportive team who value the contribution made by every staff member in supporting children’s learning. 

This position will involve supporting a child in Year 1 all week working as an LSA providing support for a child, including specific interventions. This role may also involve working with visiting outside agencies. Experience for this role is essential.

Please see the Job Description attached for more information.

About you

Candidates are required to have recent experience of working in a school or nursery setting and should be qualified to NVQ level 3 as a minimum standard.

Other Information

Application forms and further information are available at the school office. 

Please return your application directly to the school by email at office@tylersgreenfirst.bucks.sch.uk  or by post to Mrs J Dieppe, Headteacher, Tylers Green First School, School Road, Penn, High Wycombe, Bucks, HP10 8EF 

Closing date: 24th July 2018 at 12.00 noon 

Interviews will be held on week commencing 6th August 2018.              

Visits to the school are welcomed 

The school is committed to safeguarding and promoting the welfare of children, and to equality of opportunity. An enhanced DBS check will be required for this post.

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