Teaching Assistants - 3 roles

Closing date: 12 noon Friday 10th July 2026

Shortlisting: Friday 10th July 2026

Interview date: Friday 17th July 2026

Post Title: Teaching Assistant Responsible to Headteacher, via the Class Teacher and SENDCo
Salary: Westmorland and Furness PCD5, £25,989 per annum FTE, pro rata, term‑time only

Hours:
Post A: 30 hours / 5 days; 

Post B: 24 hours / 4 days;

Post C: 18 hours / 3 days

Working pattern: Term‑time only. Contract Fixed‑term in the first instance, with the strong likelihood of becoming permanent

Main purpose

To support the learning, wellbeing and inclusion of pupils across the school, working as a valued member of the class team. The postholder will work alongside the class teacher, the SENDCo and the Headteacher to help every child access the curriculum, regulate themselves emotionally and feel known and cared for at school.

Most of the role is class-based, supporting individual children and small groups.

Some of the children you will work with will have additional needs, including SEND.

We will provide appropriate training; what we ask in return is openness, willingness to learn and a genuine interest in supporting every child to thrive.

What shapes the role at Crosthwaite

Crosthwaite is a small Church of England primary school of around 110 pupils across four mixed-age classes (Rising 3s through to Year 6) in the Lyth Valley. Our work is anchored in six values: Kindness, Peace, Love, Responsibility, Friendship and Respect. Three other features of school life shape what the roles look like in practice:

• Regulation (helping children become calm and ready to learn), Routines and Feedback (predictable structures and clear, kind responses), and Responsive Instruction (adapting in the moment to what each child needs). All staff work within this framework;

• Knowing every child. Every child has a short 1:1 needs session every three weeks with a familiar adult - a protected floor of relational time across wellbeing, belonging, learning and SEND. Our TAs are central to this.

• Inclusion as the norm. Children with SEND learn alongside their peers wherever possible, with the right adjustments. Our approach is universal first, then targeted - and TAs are essential to making this work day to day.

Support for pupils

• Establish warm, constructive relationships with pupils, interacting with each child according to individual need;

• Supervise and provide focused support for individual pupils and small groups, including those with additional needs, ensuring their safety and access to learning;

• Work within children’s IEPs, supporting regulation, holding predictable routines and adapting support responsively in the moment;

• Help pupils develop independence, self‑regulation and confidence, setting high but realistic expectations for participation, learning and behaviour;

• Promote the inclusion and acceptance of every child;

• Provide feedback to pupils about their progress, under the guidance of the class teacher;

• Where required, contribute to the school’s 1:1 “Knowing Every Child” needs sessions with named pupils, in line with school guidance and safeguarding requirements;

• Assist with personal care needs where required, and accompany pupils on school visits and trips.

Support for teachers and the curriculum

• Work within the instruction and guidance of the class teacher, SENDCo and Headteacher;

• Undertake structured learning activities and teaching programmes, adjusting activities according to pupils’ responses;

• Help create and maintain a purposeful, orderly and supportive classroom environment, including the display of children’s work;

• Prepare, maintain and use resources required for lessons, and support the use of ICT in learning;

• Provide regular feedback to teachers on pupils’ achievement, progress and any emerging concerns;

• Support the implementation of the school’s behaviour and inclusion policies;

• Contribute to meetings with parents and other professionals as required;

• Use professional judgement to notice and respond to children’s needs as they arise.

Support for the school

• Uphold the ethos, values and Christian character of the school;

• Contribute to the wider life of the school - assemblies, school events, trips and the day-to-day rhythm of school life;

• Comply with all school policies and procedures, including those relating to child protection, health and safety, confidentiality and data protection;

• Report any safeguarding concerns immediately to a Designated Safeguarding Lead, in line with the school’s policies;

• Attend staff meetings, training and INSET as required, including occasional events outside the normal school day (e.g. parents’ evenings, governor meetings);

• Participate in performance development and undertake training to develop in the role - particularly in SEND, behaviour and safeguarding;

• Maintain professional, respectful relationships with all members of the school community;

• Undertake other reasonable duties in support of the school within the scope of the post.

Safeguarding

Crosthwaite C.E. Primary School is committed to safeguarding and promoting the welfare of all children in our care. All staff have a key role and responsibility in this area and will be subject to an Enhanced DBS check. The postholder must read and understand their responsibilities under the school’s Child Protection Policy and other safeguarding policies, including those relating to Prevent, and must complete the school’s required safeguarding training.

Review

This job description is current at the date issued. It will be reviewed periodically and may be amended, in discussion with the postholder, to reflect the needs of the school. It does not form part of the contract of employment, but describes how the postholder is expected to perform the duties of the post.