Full time EYFS SEN SUPPORT TA VACANCY (TA2)

St. Luke’s is a warm and welcoming primary school, close to the beach and pinewoods in Formby. Our vision and
values are at the core of everything we do, underpinning teaching and learning to provide an environment that
prepares our pupils to be happy and confident, taking an active role in their community and the wider world.
Our overarching Christian Value is Love; it is at the heart of all we do and has enabled us to build a strong team,
working flexibly and dynamically to meet the needs of all our pupils.
We have a vacancy for a temporary full-time position to support a pupil in Key Stage 2. The role is dependent on
continued funding for the pupil at our setting, which is currently in place until the end of the 2025 - 2026 academic
year.
The successful candidate will have:
● GCSE grade C (or equivalent) in Maths and English
● effective behaviour management skills
● current or previous employment as an EYFS TA
● relevant TA qualifications
● a willingness to undertake training offered to support the child’s specific needs, including medical support
and intimate care
● a willingness to play an active role in the classroom team
● some understanding and/or experience of strategies to support children who have additional needs

Information specific to this pupil’s needs:
The pupil has a range of needs that impact on their access to school. The successful candidate will work closely
with the multi-skilled classroom team and SENCO to provide high-quality provision tailored to the pupil’s needs.
Requirements of the role:
To address the pupil’s developmental difficulties the successful candidate will - working closely with the classroom
team and SENCo - enable the pupil to access an environment that meets the learning needs of, and supports the
inclusion of, children with SEND profiles.  Particular attention will be given to:
● the sensory environment
● how the pupil uses the physical structure of the EYFS indoor and outdoor areas
● personalised visual timetables, with procedures for dealing with change and transition throughout the day
● assistance for the pupil to integrate at an appropriate and meaningful level with peers, both in classroom
activities and at playtimes
● assistance for the pupil to access learning through play opportunities within and beyond the classroom
● personalisation of tasks to support the pupil’s understanding and inclusion
● delivery of activities and interventions specific to the pupil’s individual needs
To address the pupil’s personal, social and emotional development, the successful candidate will:
● use social stories or similar to help the child develop their understanding of their own role within social
situations and conventions
● help the pupil develop relationships with adults and peers through close support and guidance, building the
pupil’s confidence

● oversee and support the pupil to access structured play, both within the classroom environment and in
outdoor spaces, modelling and encouraging play practice
● support the pupil in developing greater awareness of their own and others’ emotions
To address the pupil’s specific communication and interaction difficulties, the successful candidate will:
● enable and encourage the pupil to consistently listen to and follow simple instructions, developing
sustained attention
● support the pupil in developing their social communication skills, to enable their full and meaningful access
to activities and opportunities for learning

To address the pupil’s specific cognition and learning difficulties, the successful candidate will:
● support the pupil’s understanding through rewording and reinforcement of teacher input
● use a range of visuals to support the pupil’s understanding

The successful candidate will also:
Support the school:
● maintain close links between home and school
● liaise, advise and consult with other members of the team supporting the pupil when asked to do so
● be aware of confidential issues linked to home/pupils/teachers/school and to keep confidences
appropriately
● assist with the promotion/celebration of pupils' work through display at the direction of the class teacher
● work collaboratively with the wider year group team to avoid the pupil(s) developing adult dependence on
one individual
● be aware of and adhere to school policies and procedures

Attend relevant training, including INSET days as requested. This will include training and support from Sefton’s
Inclusion teams.
Perform any other tasks, as directed by the Headteacher or SENDCo, which fall within the purview of the post.
A fixed term contract until the end of the summer term 2027 is available in the first instance.
Please apply by submitting a Sefton application to Mrs Allen (Headteacher) by the end of day on
Sunday 14 th June .
Shortlisting will take place on Monday 15 th June.
Shortlisted candidates will then be invited for selection by competitive interview on Friday 19 th June.