Special Educational Needs (SEN) Teaching Assistant – Initially Early Years Foundation Stage (EYFS)

About the role

Are you passionate about helping young children overcome barriers to learning? Do you thrive in a nurturing, creative, and inclusive early childhood environment?

The Leys is seeking a dedicated, empathetic, and proactive SEN Teaching Assistant to join our supportive team. This role will initially be based in our Early Years Foundation Stage (EYFS), supporting children with a range of Special Educational Needs and Disabilities (SEND) to help them feel safe, engaged, and ready to learn.

The Role Working under the direction of class teachers and the SENCO, you will:

• Provide 1:1 and small-group support to children with SEND within early years classrooms and outdoor environments.

• Help children develop foundational communication, social, sensory, and self-regulation skills.

• Support personal care needs alongside academic and play-based learning activities.

• Assist in implementing Individual Education/Behaviour Plans and tracking small-step progress.

• Help create an enriching, safe, and inclusive setting for all pupils.

What We Are Looking For

• Ideally previous experience working with young children (EYFS experience preferred).

• Understanding of early child development and SEND support strategies.

• Good numeracy, literacy, and ICT skills.

• High levels of patience, adaptability, and strong communication skills.

• A team player committed to safeguarding, equality, and inclusion.

Job description

Grade: H1/H2

Reports To: Class Teacher / EYFS Phase Lead / SENCO / Headteacher

• To deliver targeted care, support, and learning intervention programmes that enable pupils with Special Educational Needs and Disabilities (SEND)—initially within EYFS—to fully access the curriculum and thrive in school.

• To work under the guidance of teaching and senior staff to support high-quality learning, promote early child development, and raise standards of achievement.

• To work within classrooms, outdoor learning spaces, or designated intervention areas to foster independence, emotional security, and inclusion.

1. Support for Pupils

• Develop knowledge of specific learning, communication, sensory, and physical needs, adapting approaches to suit each child's individual profile.

• Supervise and support SEN pupils, ensuring their safety, emotional well-being, and full access to play-based and structured learning activities.

• Help pupils learn as effectively as possible by:

• Clarifying, adapting, and breaking down instructions.

• Facilitating access to specialist equipment, visual aids, and sensory resources.

• Assisting in key areas such as early language, social skills, physical development, and behaviour self-regulation.

• Meeting personal care needs (e.g., hygiene, dressing, mobility) with dignity, while actively promoting independence.

• Assisting with the delivery and tracking of Individual targets and provision (trackers), Behaviour Plans, and EHCP targets.

• Build constructive, trusting relationships with pupils, setting high expectations and boosting self-esteem.

• Provide clear, encouraging feedback to pupils on their achievements under the guidance of the teacher.

• Build positive, trusting relationships with children, parents, and carers to support a smooth home-to-school transition.

• Adapt EYFS continuous provision activities and learning resources to meet individual sensory, physical, communication, and cognitive needs.

• Support early communication and language development through visual aids, Core boards or key-word signing (e.g., Makaton)

• Encourage play-based learning, social interactions, and turn-taking among peers.

2. Support for Teachers

• Assist class teachers and the SENCO in planning and adapting suitable learning activities and interventions.

• Monitor pupils' responses to tasks, accurately recording progress and providing feedback to the teacher.

• Contribute to updating pupil records, review documents, and progress logs.

• Promote positive behaviour in line with school policies, handling conflicts or distress calmly and effectively.

• Support constructive relationships with parents and carers to foster strong home-school links.

• Assist with routine administrative tasks, resource preparation, and setting up learning/display areas.

3. Support for the Curriculum

• Deliver agreed learning interventions and early developmental strategies, adjusting tasks based on pupil engagement and response.

• Support the use of ICT and assistive technologies in learning activities to build pupil confidence.

• Prepare, maintain, and adapt resources necessary to deliver an enriched and accessible early years curriculum.

4. Support for the School

• Comply with all school policies regarding child protection, health and safety, confidentiality, and data protection, promptly reporting any concerns to the Designated Safeguarding Lead (DSL).

• Promote inclusion, equality, and diversity across all school activities.

• Contribute positively to the overall ethos, aims, and life of the school.

• Work collaboratively with visiting professionals, such as Speech and Language Therapists (SALT) and Advisory Teachers.

• Engage in performance management and continuous professional development (CPD) to keep SEN strategies and EYFS practice up to date.