Rikama Education are looking for a Support Worker to join a fantastic family feel school based in Tonbridge.
Supporting between Primary and Secondary aged students on either a 1-1 or group basis.
If you’re eager to make a positive impact in the classroom and support students in their educational journey, please apply below!
We are also open to receiving applications from those with experience in care settings, residential settings and those with a on a small group basis (tutors, sports coaches etc)
Responsibilities of the role:
- Provide one-on-one and small group support.
- Assist the teacher in delivering engaging lessons and activities.
- Support children with special educational needs and diverse learning styles.
- Help prepare classroom resources and maintain classroom organisation.
- Adhering to safeguarding policies and procedures.
Requirements:
- An enhanced DBS Would this deter people that don’t have it? Can we mention something about assisting them with this?
- Previous experience working with primary-aged children is desirable but not essential.
- Patience, empathy, and a positive approach to learning.
- Experience working with Special Needs.
Benefits:
- Join a supportive, inclusive team committed to making a difference in children’s lives.
- Free Parking.
- Meals included on site.
- Approved and accredited courses from CPD and IIRSM.
- Competitive salary with benefits, including pension scheme.
- Retail offers and vouchers.
- Wellbeing Hub where we offer resources for services and products for your care needs.
- A supportive and dedicated consultant on hand to answer any queries or concerns.
Should you be interested in this post, please apply with an updated CV.
E: Maxsephtonlea@rikama-education.com.
T: 0203 800 1030
If you are happy in your current post; however, you have a colleague or friend that may be interested in this post, please pass on our email and number as Rikama education run a referral incentive scheme for anyone who refers a person to us that we subsequently place at one of our schools.
