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Date Added: Tue 19/08/2025

General Teaching Assistant - L16 (Primary School)

Childwall, L16, UK
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Company: MILK EDUCATION

Job Type: Contract, Full Time

Salary: £101 - £105/day + cpd courses

General Teaching Assistant - L16 (Primary School)

Location: L16, Liverpool
Position: General Teaching Assistant (Primary)
Contract Type: Full-Time, Term-Time Only
Start Date: September 2025
Salary: £101.40-£105.00 (depending on experience and qualifications)

An established and welcoming primary school in the L16 area of Liverpool is seeking to appoint a committed and experienced General Teaching Assistant to join their dedicated team. The successful candidate will play a key role in supporting learning across Key Stage 1, delivering targeted interventions and assisting with whole-class teaching and small-group work.

Essential Requirements:

Level 2 or Level 3 Teaching Assistant qualification (or equivalent)

Proven experience working in a primary school or Early Years setting

Strong knowledge and experience of phonics (e.g., Letters and Sounds, Read Write Inc., or similar)

Experience delivering interventions in phonics, reading, and writing

Confident supporting Key Stage 1 pupils, both in class and in small groups

Possess a valid Enhanced DBS certificate on the Update Service, or be willing to apply for one

Key Responsibilities:

Support teaching and learning across Key Stage 1

Deliver high-quality phonics and literacy-based interventions in line with school targets

Work closely with class teachers and the SENCO to monitor pupil progress

Assist in creating a positive, engaging and inclusive learning environment

Build strong relationships with pupils, supporting their academic and social development

Prepare learning resources and support classroom management as required

Interview Process:

To be considered for this role, candidates must meet all of the above essential criteria. Shortlisted applicants will be asked to discuss their relevant experience in more detail during the interview process, particularly in relation to interventions and phonics delivery
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