503 Education / Teaching jobs in Manchester

Teaching Assistant KS2

Manchester City Council

• Location: Manchester
• Salary: £24,404-25,183 per year
• Contract Type: Temporary
• Working Hours: Full-time
• Posted: Just now

About The Role

• Contract Type: Temporary
• Working Hours: Full Time, 35 hours per week
• Number of Positions: 5
• Qualifications Required: English and Maths G.C.S.E or equivalent
• Start Date: 1st September 2025
• Salary: Grade 3 £24,404 to £25,183 per annum pro rata

We have an exciting opportunity for a number of TA2s to join our team from September 2025. You will find more information below and in the attached information about the role. We look forward to welcoming an application from you.

About the Candidate

We are looking for:

• Experience of removing barriers for children/young people with barriers to learning including EAL, INA and special educational needs including social, emotional health difficulties and those with communication, severe, profound or complex learning difficulties where appropriate.
• Experience of working with or caring for children of a relevant age.
• Understanding of the importance of inclusion, equality and diversity, both when working with children and with colleagues, and promoting equal opportunities for all.
• Good numeracy and literacy skills (GCSE Grade A- C or equivalent in Maths and English).
• English fluency, including the appropriate use of spoken and written grammar.
• Ability to liaise sensitively and effectively with parents and carers, recognising the important role they play in children's learning.
• Ability to work collaboratively with colleagues, and carry out role effectively, knowing when to seek help and advice.
• An understanding of the role of the Teaching Assistant and other professionals working in the classroom.
• Ability to use relevant technology eg: Interactive Whiteboard, Internet, photocopier.
• Understanding of national/foundation stage curriculum and other basic learning programmes/strategies.
• Understanding of a range of strategies to support children with a variety of SEND needs, which may include communication/language and social, emotional, mental health needs.
• Basic understanding of child development and how this can be negatively affected by trauma/adverse childhood experiences and attachment.
• Willingness to undertake minor first aid training as appropriate.
• Willingness to manage intimate care of pupils with SEND or medical needs.
• A good level of attendance and punctuality.
• Personal Style and Behaviour
• An ability to use the relational approach when communicating with staff, families, outside agencies and children.
• Self motivation and personal drive to complete tasks to the required timescales and quality standards.
• The flexibility to adapt to changing workload demands and new school challenges.
• Ability to communicate with and sensitively support and care for a child or young person, in ways suitable for their age, needs and abilities, and demonstrate concern for their development as learners.
• Having high expectations of all pupils; respect for their social, cultural, linguistic, religious and ethnic backgrounds; and commitment to raising their educational achievements.
• Personal commitment to continuous self-development through attending performance management feedback meetings, CPD and observations.
• A commitment to school improvement, our relational approach and our school values.
• Being willing to consent to and apply for an enhanced disclosure to a DBS check.

About Us

To apply for this job role, please complete the application form and email it to:

If you are viewing this job on our Greater Jobs site then please click on the apply now button to view the full advertisement details and relevant attachments.

We are fully committed to safeguarding and promoting the welfare of children, younger learners and vulnerable adults and we expect all staff and volunteers to share the same commitment. The above post will be subject to enhanced DBS checks, satisfactory references and will be exempt from the provisions of the Rehabilitation of Offenders Act 1974. DBS Code of Practice which can be viewed.

This post is also subject to satisfactory references, proof of right to work in the UK in accordance with the Asylum and Immigration Act 1996 and other pre-employment checks where applicable.

We strive to create a fair and inclusive workplace that is as diverse as the communities we serve. We positively welcome applications from all candidates regardless of age, disability, gender reassignment, marriage and civil partnership, pregnancy, and maternity, race, religion or belief, sex and sexual orientation.

Manchester City Council

• Experience of removing barriers for children/young people with barriers to learning including EAL, INA and special educational needs including social, emotional health difficulties and those with communication, severe, profound or complex learning difficulties where appropriate.
• Experience of working with or caring for children of a relevant age.
• Understanding of the importance of inclusion, equality and diversity, both when working with children and with colleagues, and promoting equal opportunities for all.
• Good numeracy and literacy skills (GCSE Grade A- C or equivalent in Maths and English).
• English fluency, including the appropriate use of spoken and written grammar.
• Ability to liaise sensitively and effectively with parents and carers, recognising the important role they play in children's learning.
• Ability to work collaboratively with colleagues, and carry out role effectively, knowing when to seek help and advice.
• An understanding of the role of the Teaching Assistant and other professionals working in the classroom.
• Ability to use relevant technology eg: Interactive Whiteboard, Internet, photocopier.
• Understanding of national/foundation stage curriculum and other basic learning programmes/strategies.
• Understanding of a range of strategies to support children with a variety of SEND needs, which may include communication/language and social, emotional, mental health needs.
• Basic understanding of child development and how this can be negatively affected by trauma/adverse childhood experiences and attachment.
• Willingness to undertake minor first aid training as appropriate.
• Willingness to manage intimate care of pupils with SEND or medical needs.
• A good level of attendance and punctuality.
• Personal Style and Behaviour
• An ability to use the relational approach when communicating with staff, families, outside agencies and children.
• Self motivation and personal drive to complete tasks to the required timescales and quality standards.
• The flexibility to adapt to changing workload demands and new school challenges.
• Ability to communicate with and sensitively support and care for a child or young person, in ways suitable for their age, needs and abilities, and demonstrate concern for their development as learners.
• Having high expectations of all pupils; respect for their social, cultural, linguistic, religious and ethnic backgrounds; and commitment to raising their educational achievements.
• Personal commitment to continuous self-development through attending performance management feedback meetings, CPD and observations.
• A commitment to school improvement, our relational approach and our school values.
• Being willing to consent to and apply for an enhanced disclosure to a DBS check.