Grade 2 Teaching Assistant

Person Specification – Teaching Assistant (TA2) – (SEND Focus: Autism)

Essential Qualifications & Training

• GCSEs (or equivalent) in English and Maths (Grade C/4 or above)

• Relevant Level 2 or Level 3 Teaching Assistant qualification (or willingness to work towards)

• Evidence of continuous professional development, particularly in SEND and autism support

Experience

• Proven experience working as a Teaching Assistant or in a similar educational support role

• Demonstrable experience supporting pupils with Special Educational Needs and Disabilities (SEND)

• Experience working with pupils with Autism Spectrum Condition (ASC)

Knowledge & Understanding

• Good understanding of autism and its impact on learning, communication, and social interaction

• Awareness of inclusive teaching practices and differentiation strategies

• Understanding of safeguarding procedures and child protection responsibilities

• Familiarity with behaviour management strategies, including positive behaviour support approaches

Skills & Abilities

• Ability to build positive, supportive relationships with pupils, staff, and parents/carers

• Strong communication skills, including the ability to adapt communication styles to meet individual pupil needs

• Skilled in supporting pupils’ emotional regulation and promoting independence

• Ability to work collaboratively as part of a team, as well as using initiative when required

• Competence in supporting teaching and learning activities under the direction of a teacher

• Good organisational skills and ability to manage time effectively

Personal Qualities

• Patient, empathetic, and resilient approach to supporting pupils

• Commitment to inclusion and equality of opportunity

• Flexible and adaptable to meet the changing needs of pupils and the school environment

• Positive attitude and willingness to engage in further training and development

• Professional, reliable, and able to maintain confidentiality

Desirable Criteria

• Training in autism-specific approaches (e.g. TEACCH, PECS, or similar strategies)

• Experience supporting sensory needs and using sensory regulation tools

• First Aid training

• Experience of working with assistive technologies or alternative communication methods (e.g. AAC systems)