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SEN Teaching Assistants Needed - Alternative Provision (Ipswich, Suffolk)
Join a team that changes lives.
Are you passionate about making a real difference for young people who need support the most?
Our Alternative Provision in Ipswich, Suffolk is seeking dedicated, compassionate, and motivated SEN Teaching Assistants to join our growing team.
About the Role
As an SEN Teaching Assistant within our Alternative Provision, you will:
- Support students with a range of Special Educational Needs (SEN), including SEMH, ASD, ADHD, and communication or learning challenges.
- Help deliver personalised learning that engages and inspires.
- Build trusted relationships to promote emotional wellbeing, resilience, and positive behaviour.
- Work closely with teachers, therapists, and support staff to provide a nurturing and structured environment.
- Contribute to a setting where every young person is seen, heard, and valued.
What We're Looking For
We'd love to hear from you if you are:
- Patient, understanding, and confident in supporting young people with complex needs.
- Able to remain calm and positive in challenging situations.
- Passionate about inclusive education and committed to helping students achieve their potential.
- A strong communicator and team player.
- Experienced in SEN or Alternative Provision (not essential - full training provided).
What We Offer
- A supportive, forward-thinking staff team
- Ongoing CPD and specialist training opportunities
- Real career progression within SEN and Alternative Provision
- A rewarding environment where no two days are the same
- The chance to make a lasting difference in the lives of vulnerable young people
If this is a position that you are interested in and you would like to find out more, please send your CV over to (url removed).
I look forward to hearing from you!
Our agency is committed to safeguarding and promoting the welfare of children and young people and expects all staff to share this commitment. An enhanced DBS check and satisfactory references will be required.
