Learning Support Full time
Job description
Original text imported from Reed
Full-Time Learning Support Assistants (LSA) – Hampshire
Join Teaching Personnel | £14.25 per hour | Immediate Start Available
Are you passionate about supporting children and young people with additional needs? Ready to secure a full-time role where you can make a real difference every day?
We are currently recruiting Full-Time Learning Support Assistants (LSAs) to work 5 days per week across a range of welcoming and supportive schools throughout Hampshire.
Locations we are recruiting for:
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Southampton
- Totton
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Portsmouth
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Waterlooville
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Winchester
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Basingstoke
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Farnborough
We are working closely with schools in these areas that require consistent, full-time staffing, with many opportunities available on a long-term or permanent basis.
The Role
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Supporting pupils on a 1:1 basis or within small groups
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Working closely with class teachers and SENCOs
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Supporting pupils with SEND including ASD, ADHD, SEMH, and additional learning needs
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Helping to create a safe, engaging, and inclusive learning environment
Typical Hours
Most schools operate between 8:30am and 4:00pm, though exact hours may vary slightly.
We Are Looking For
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Experience working with children or young people, particularly those with SEND
or -
Individuals looking to build a long-term career within SEND and education
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Reliable and committed candidates available 5 days per week
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Ideally drivers or those confident using public transport
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Candidates seeking long-term stability or permanent opportunities
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Availability to start as soon as possible
What We Offer
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Competitive pay of £14.25 per hour
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Full-time, consistent work
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Opportunities for permanent contracts
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Ongoing support and professional development
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The chance to gain valuable experience in a rewarding sector
If you are ready to take the next step in your education career and make a lasting impact in Hampshire schools, we would love to hear from you.
Apply today and start your journey with Teaching Personnel.
All applicants will require the appropriate qualifications and training for this role. Please see the FAQ’s on the Teaching Personnel website for details.
All pay rates quoted will be inclusive of 12.07% statutory holiday pay. This advert is for a temporary position. In some cases, the option to make this role permanent may become available at a later date.
Teaching Personnel is committed to safeguarding and promoting the welfare of children. We undertake safeguarding checks on all workers in accordance with DfE statutory guidance ‘Keeping Children Safe in Education’ this may also include an online search as part of our due diligence on shortlisted applicants.
We offer all our registered candidates FREE child protection and prevent duty training. All candidates must undertake or have undertaken a valid enhanced Disclosure and Barring Service (DBS) check. Full assistance provided.
For details of our privacy policy, please visit the Teaching Personnel website.
Key skills
AI-extracted from the job advert
Application advice
5 AI-generated recommendations to maximise your chances.
⭐ Highlight your SEND experience prominently as the role specifically requires supporting pupils with ASD, ADHD, and SEMH needs
📊 Quantify your impact: 'Supported 8 pupils with ASD in mainstream classroom, improving engagement by 40%'
🌐 Emphasise your availability for full-time work (5 days per week) as this is explicitly required
🎯 Mention your enhanced DBS status or willingness to obtain one as this is mandatory for the role
🤝 Show collaboration skills with teachers and SENCOs as you'll be working closely with classroom staff
Suggested CV bullets
3 bullets our AI drafted for this specific advert, mirroring its ATS keywords.
Add these 3 bullets under your most recent experience:
- •Provided 1:1 support for 12 pupils with ASD across 3 mainstream classrooms, improving classroom engagement by 35% over one academic term
- •Collaborated with 4 SENCOs to implement Individual Education Plans for pupils with ADHD and SEMH needs, achieving 90% of targeted learning objectives
- •Delivered small group interventions for 8 pupils with additional learning needs, supporting 75% to achieve age-appropriate literacy milestones
Free to copy — tailoring requires a 30-sec CV upload.
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Letter preview — tailored to Teaching Personnel
Dear Hiring Manager,
I am writing to apply for the Learning Support Assistant position with Teaching Personnel across Hampshire schools. My experience supporting children with SEND, particularly those with ASD and ADHD needs, aligns perfectly with your requirement for 1:1 and small group support across your network of schools.
My background in educational support has equipped me with the skills to work collaboratively with SENCOs and classroom teachers whilst maintaining the patience and adaptability essential for supporting pupils with additional learning needs. I am fully available for the 5-day per week commitment and hold an enhanced DBS check.
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Interview questions
10 questions generated from this advert.
Technical
- ›How would you adapt your support approach for a pupil with ASD versus one with ADHD?
- ›What strategies would you use to support a child with SEMH needs in a mainstream classroom?
- ›How do you work effectively with SENCOs to implement Individual Education Plans?
- ›Describe your understanding of inclusive learning environments and how to create them
- ›What experience do you have with 1:1 support versus small group interventions?
Behavioural
- ›Tell me about a time when you had to support a challenging pupil - how did you handle it?
- ›Describe a situation where you had to adapt quickly to meet a child's changing needs
- ›How do you maintain professional boundaries while building rapport with pupils?
- ›Give an example of when you worked as part of a team to support a pupil's progress
- ›Tell me about a time when you had to communicate sensitive information about a pupil to parents or teachers
STAR answer examples
Model answers using the Situation-Task-Action-Result framework. Adapt to your own experience.
Tell me about a time when you had to support a challenging pupil - how did you handle it?
How do you maintain professional boundaries while building rapport with pupils?