SEN - HLTA
Higher Level Teaching Assistant (HLTA)
Stevenage
Reed Education are working in partnership with a warm, welcoming and forward-thinking primary school in Stevenage, seeking an enthusiastic and skilled Higher Level Teaching Assistant (HLTA) to join their dedicated team.
This is a fantastic opportunity to become part of a well-regarded one-form-entry school with excellent facilities and a strong sense of community. The school prides itself on creating a supportive, aspirational environment where both staff and pupils are valued and encouraged to thrive.
The Role
As a HLTA, you will play a key role across the school, supporting high-quality teaching and learning. Responsibilities will include:
- Delivering small group interventions and supporting whole-class learning
- Covering lessons in the absence of the teacher
- Supporting planning, preparation and assessment
- Working collaboratively with teachers and senior leaders to ensure excellent outcomes for all pupils
The school is looking for someone who:
- Has experience supporting learners across primary age groups
- Demonstrates strong literacy, numeracy and communication skills
- Can work both independently and as part of a team
- Shows initiative, confidence, and leadership in the classroom
- Is reflective and committed to their ongoing professional development
- Brings energy, positivity, and high expectations to every interaction
The school promotes a set of core learner values that underpin everything they do and are looking for a HLTA who will champion these in their daily practice. Staff wellbeing is a key priority, and the school is committed to creating a happy, safe and supportive environment for all members of the community.
Safeguarding
Reed Education and the school are committed to safeguarding and promoting the welfare of children and young people. All applicants will be subject to an enhanced DBS check and thorough reference checks.
If you're interested in this opportunity, apply today through Reed Education or get in touch to find out more.
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