329 Part time Jobs in United Kingdom

• Guidance_Notes_Completing_an_Application_Form_schools
• Non_teaching_staff_application_2026
• TA2_Person_Spec.docx

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 vacancies for full and part time positions to support pupils across the Key Stages. A probationary period (subject to Sefton's employment and probation policy) will apply.
The successful candidate will have:
● GCSE grade C (or equivalent) in Maths and English
● effective behaviour management skills
● current or previous employment as a TA in a primary school setting
● relevant TA qualifications
● a willingness to undertake training offered to support the child(ren)’s specific needs, including medical support and intimate care where appropriate
● 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 these pupils’ needs:
The pupils have a range of needs that impact on their access to learning in school. The successful candidates will work closely with the relevant multi-skilled classroom teams and SENCO to provide high-quality provision tailored to the pupils’ needs.
Requirements of the role:
To address the pupils’ developmental difficulties the successful candidates will enable the pupils 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 pupils use the physical structure of 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 pupils’ understanding and inclusion
● delivery of activities and interventions specific to the pupils’ individual needs
To address the pupil’s personal, social and emotional development, the successful candidates will:
● use social stories or similar to help the child(ren) develop their understanding of their own role within social situations and conventions
● help the pupils develop relationships with adults and peers through close support and guidance, building the pupils’ confidence
● oversee and support the pupils to access structured play, both within the classroom environment and in outdoor spaces, modelling and encouraging play practice
● support the pupils in developing greater awareness of their own and others’ emotions
To address the pupils’ specific communication and interaction difficulties, the successful candidates will:
● enable and encourage the pupils to consistently listen to and follow simple instructions, developing sustained attention
● support the pupils in developing their social communication skills, to enable their full and meaningful access to activities and opportunities for learning
To address the pupils’ specific cognition and learning difficulties, the successful candidates will:
● support the pupils’ understanding through rewording and reinforcement of teacher input
● use a range of visuals to support the pupils’ understanding
The successful candidates will also:
Support the school:
● maintain close links between home and school
● liaise, advise and consult with other members of the team supporting the pupils when asked to do so
● be aware of confidential issues linked to home/pupils/teachers/school and to keep confidences appropriately
● work collaboratively with the wider year group team to avoid the pupils 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 performance review will take place at the end of the probationary period.
Please apply by submitting a Sefton application to Mrs Allen (Headteacher) by 12:30pm on Tuesday 1st September. Previous applicants need not apply. Shortlisting will take place on Wednesday 2nd September. Shortlisted candidates will then be invited for selection by competitive interview on Monday 7th September. A brief classroom observation will be included in the interview process.