Location: Edgbaston, Birmingham
Role: ARP (Additional Resource Provision) Teaching Assistant – Complex Needs
Contract Type: Full-Time / Term-Time
Start Date: Immediate
Salary: £100–£130 per day (depending on experience)

We are looking for a highly skilled, compassionate, and adaptable Teaching Assistant to join our Additional Resource Provision (ARP) for pupils with complex needs in a busy primary school in Birmingham. This is a unique and rewarding opportunity for professionals who are committed to supporting children with autism, ADHD, SEMH difficulties, learning delays, and other complex educational needs.

The ideal candidate will bring patience, creativity, and resilience to this role, supporting pupils both academically and emotionally while helping them engage fully with school life.

About the School and ARP Provision

Our school prides itself on inclusion, innovation, and holistic education. The ARP is designed to provide specialist support for pupils with complex learning needs, integrating them into the wider school environment wherever possible.

The ARP focuses on:

• Delivering individualised learning plans (IEPs) tailored to each pupil’s strengths and challenges

• Providing structured and sensory-friendly environments for pupils with autism and other developmental needs

• Implementing evidence-based behaviour and social-emotional support strategies

• Collaborating with speech and language therapists, occupational therapists, educational psychologists, and families

• Promoting social inclusion and developing pupils’ independence, self-confidence, and life skills

You will be part of a dedicated, experienced, and supportive ARP team, committed to helping pupils achieve personal, academic, and social growth.

Role Overview

The ARP Teaching Assistant will work directly with pupils with complex needs, providing one-to-one and small group support both inside and outside the classroom. You will support the delivery of differentiated learning activities, assist with behaviour management, and help pupils access the curriculum in a way that suits their individual learning style.

Key aspects of the role include:

• Supporting pupils with autism spectrum conditions, ADHD, learning difficulties, and SEMH needs

• Assisting teachers in lesson planning, resource preparation, and classroom management

• Supporting pupils during unstructured times, including breaks and lunch

• Implementing positive behaviour strategies and behaviour support plans

• Supporting pupils’ communication, social interaction, and emotional regulation

• Liaising with parents, carers, and external professionals

• Monitoring pupil progress and providing feedback to teachers and SENCOs

Key Responsibilities

1. Classroom Support:
   Work alongside teachers to deliver lessons adapted for pupils with complex needs. Support learning by breaking tasks into manageable steps, using visual aids, and reinforcing concepts through repetition and encouragement.

2. One-to-One and Small Group Interventions:
   Deliver targeted interventions to pupils who need additional support in literacy, numeracy, communication, or social skills. Assist pupils in following instructions, completing work, and achieving learning goals.

3. Behaviour Management and Emotional Support:
   Support pupils in regulating emotions, managing behaviour, and developing coping strategies. Use calm, consistent, and positive reinforcement methods to help pupils feel safe and confident.

4. Progress Monitoring and Reporting:
   Observe and record pupil progress, contributing to IEP reviews, SEN meetings, and planning sessions. Identify patterns in behaviour or learning and provide input for intervention strategies.

5. Safeguarding and Wellbeing:
   Maintain a safe, structured, and nurturing environment for all pupils. Follow all safeguarding policies and procedures, reporting concerns promptly. Support pupils’ mental health and social-emotional development.

Person Specification

The ideal candidate will:

• Have experience working with pupils with complex needs, SEN, autism, or SEMH difficulties

• Be calm, patient, and empathetic, able to respond effectively to challenging behaviour

• Demonstrate strong communication skills, both with pupils and colleagues

• Be organised, flexible, and able to manage multiple tasks in a dynamic environment

• Have a commitment to inclusive education and promoting pupil independence

• Hold or be willing to obtain relevant qualifications or training in SEN/ARP support

Experience with TEACCH, PECS, Makaton, or ABA strategies is highly desirable.

Professional Development and Training

We are committed to supporting your career progression:

• Induction and ongoing ARP-specific training

• SEN strategies including autism, ADHD, SEMH, and dyslexia

• Behaviour management techniques

• Safeguarding and mental health training

• Opportunities to develop into HLTA, SENCO, or specialist roles

• Access to external qualifications relevant to SEN and complex needs education

Why Work With Us?

This role offers a rewarding career in a specialist setting, with the opportunity to make a real difference in pupils’ lives. Benefits include:

• Working in a specialist, supportive ARP provision

• Career progression and professional development opportunities

• Collaborative, inclusive, and highly experienced team

• Daily opportunity to positively impact children’s education and wellbeing

• Long-term employment opportunities for successful candidates

Safeguarding Statement

Our school is committed to safeguarding and promoting the welfare of children and young people. Applicants must:

• Be eligible to work in the UK

• Complete an Enhanced DBS check

• Provide references from previous employers

• Adhere to all school safeguarding policies

How to Apply

To apply, please submit your CV and cover letter, detailing your experience with pupils with complex needs and your suitability for the role. Shortlisted candidates will be invited to an interview, including a practical assessment demonstrating complex needs support strategies.

We welcome applications from candidates with professional, voluntary, or lived experience in SEN or ARP settings who are motivated to make a meaningful difference in a pupil’s life.