Job Introduction
Educational Support Assistant (ESA) x 3
Permanent – Part time – Term Time only
Grade C £24,405 to £25,430 (FTE) Actual salary £17,393 to £18,124
Hours per week 30.83 hrs (8.30 am to 3.00 pm daily)
Start Date As soon as possible
Closing Date 16 December 2024
Interview Date 18 & 19 December 2024
Key Stage All across the primary phase
Do you feel that you make strong connections with children? Do you feel that you can make a difference to a child's life and their learning? Are you looking for a role in a school that is exciting, supportive and aims to make a difference every day? Then please do, read on and consider joining our team.
We are excited to be advertising for the positions of ESA (Education Support Assistant) These positions are to support the needs of pupils which maybe for their Learning and Cognition or Social and Emotional and Mental Health (SEMH) needs that have arisen, and continue to rise since Covid. A number of our children find it difficult to stay access the curriculum without additional inventions, guidance or support- sometimes this is inside the classroom, other times this is outside of the classroom.
Relationships are key and we believe these are the foundations for positive learning. We are determined to instil a love of learning (for both pupils and staff) and fully embrace our vision and values of love, respect and aspire - they sit at the heart of everything we do. As a federation we give children consistently challenging, yet supporting learning opportunities within a broad, balanced and creative curriculum where risk taking is encouraged and where children can learn from their mistakes. We love to celebrate progress, achievement, effort for both pupils and staff. We strongly focus on working together with families and the wider community so that school-based learning is understood and can be built upon outside the school day. This specific role gives you the chance to build strong, powerful relationships with pupils across both schools and work closely with teachers and Senior Leaders when reviewing children's plans, strategies and support for pupils so they feel safe, happy and ready to learn.
Both schools are rated 'Good' with some outstanding elements from Ofsted in the last 2 years, as well as a recent 'Excellent' SIAMS inspection in the Infants - we are at a strong point in school development and as a result our current Federation Improvement Plan is dynamic, exciting and really outward facing and our end of year outcomes are positive.
We have much to offer members of staff including – EAP (Health Assured Employee Assist Programme), A focused and personalised CPD programme whereby we support improvement and further challenge, Excellent mentoring/coaching programmes - supporting those who have a view to move further in their career into a qualified teaching position and/or would like to develop their pedagogical/behaviour skills to a specialist area.
As a Federation we have a strong and supportive Governing body and we work hard to give our staff free tea, coffee, hot chocolate, accreditations and further development. We really value our staff and wellbeing is a key priority and we run socials every half term for those that like to spend time outside of the working day together. Would you like to come and join our team? Please do, get in touch!
Please take time to look at our website - www.bursledonschools.co.uk - as well as take the time to come and visit us (please call the school to arrange a visit)
To apply for this post please visit our school’s website and use the Support Staff Application Form
For any further details or to book a tour please contact Jeanette.miller@bursledonschools.co.uk.
Safer Recruitment
We are committed to safeguarding and promoting the welfare of children and young people and expect all staff and volunteers to share this commitment. We will ensure that all our recruitment and selection practices reflect this commitment. All successful candidates will be subject to Disclosure and Barring Service checks along with other relevant employment checks.
