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Learning Support Assistant (LSA) Level 2

Please Note: The application deadline for this job has now passed.

Job Introduction

Join Our Team

Scantabout Primary School is a welcoming one-form entry primary school set within large grounds. We pride ourselves on creating a nurturing and stimulating environment where every child feels they belong, can aspire, and are respected as they succeed. Our school community is vibrant, supportive, and committed to providing the highest standards of education and care.

Learning Support Assistant (LSA) Level 2

Are you passionate about supporting children’s learning and development in a friendly, dynamic primary school environment? Scantabout Primary School is seeking a dedicated and enthusiastic Learning Support Assistant (Level 2) to join our happy and supportive team.

About the Role

As an LSA Level 2, you will work closely with teachers and other staff to provide sensitive and effective support to children both within lessons and in small groups. This role offers a fantastic opportunity to make a real difference in the lives of our children while developing your skills in a vibrant school community.

Key Responsibilities

  • Support children’s learning and development in line with the curriculum, particularly in English and Maths
  • Assist teachers in delivering high quality, engaging lessons
  • Work independently and proactively to meet the needs of individual children and groups
  • Promote positive behaviour and high expectations for pupil achievement
  • Build strong relationships with children, colleagues, and parents
  • Promote and support our strong safeguarding culture
  • Maintain confidentiality and adhere to safeguarding policies at all times
  • Support children’s emotional and social development, including play and interaction
  • Participate in training and development opportunities to enhance your skills

Required Qualifications and Experience

  • Strong academic skills, ideally with GCSEs in English and Maths at grades A-C or equivalent
  • Experience of working in a school setting is desirable or a skill set that would allow you to adjust quickly to our school and the role.
  • Robust understanding of child development
  • Excellent communication skills and ability to work collaboratively within a team

Desirable Qualities

  • A kind, positive, and patient approach with high emotional intelligence
  • A good sense of humour and a smile, bringing a ‘can do’ attitude to the role
  • Ability to work flexibly and adapt to the needs of the school and children
  • High expectations for pupil behaviour and achievement
  • Enjoyment of playing and interacting with children

Salary

  • Scale B

Why Join Scantabout Primary School?

  • Become part of a vibrant and inclusive community where you will be valued and supported
  • Work in a school rooted in the values of Belong, Aspire, Respect, and Succeed
  • Enjoy a great career opportunity with focused development and tailored training
  • Join a very happy, friendly, and supportive team who work closely together to achieve the best outcomes for every child

If you are ready to make a positive impact and grow your career in a warm and welcoming school environment, we would love to hear from you.

Apply now to join Scantabout Primary School and help shape the future of our children!


Application Procedure

Applications should be submitted using the Hampshire Support Staff application form; individual CVs will not be accepted. If you currently work in a school, please ensure one of your references is from your current Headteacher. 

Completed application forms should be emailed to admin@scantabout-pri.hants.sch.uk by the closing date.

  

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.

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